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Overview - Focus Awards Level 4 Certificate for Higher Level Teaching Assistants
Ignite your passion for education with our Level 4 Certificate for Higher Level Teaching Assistants (RQF)! Unlock your potential with this comprehensive curriculum, empowering you to make a difference in students’ lives. Enrol now and embark on an exciting career journey!
This Level 4 Certificate for Higher Level Teaching Assistants (RQF) covers child development, special educational needs, behaviour management, individual learner support, positive working relationships, and curriculum planning. This comprehensive curriculum will equip learners with the skills necessary to identify and address the many issues that could arise in the classroom. Additionally, learners will learn how to interact with individuals and small groups, as well as vital information about aiding students with special educational needs (SEN). The Level 4 Certificate for Higher Level Teaching Assistants (RQF) is recommended for learners who are presently working as teaching assistants and want to graduate to Higher Level Teaching Assistant status.
So why wait? Enrol now and take the first step towards a rewarding career in education!
Qualification
Focus Awards Level 4 Certificate for Higher Level Teaching Assistants (RQF).
What You Will Learn from this Course:
From this comprehensive course you will:
- Discover the significance of education.
- Learn about the care and development of children.
- Recognise the skills of a positive working relationship.
- Understand how to encourage children and young people to behave positively.
- Improve the role of the advanced teaching assistant.
Career path
You will be able to look into many job opportunities with this qualification. Below are just a few examples:
- Higher Level Teaching Assistant (HLTA)
- Special Educational Needs (SEN) Teaching Assistant
- Behaviour Support Assistant
- Child Development and Well-Being Practitioner
- Learning Support Assistant
Why Choose Teachers Training?
Some of our features are:
- Top-notch virtual learning material
- Modules availability 24/7
- An easy-to-use online learning platform
- Compliant learning
- Recognised qualification
- Exquisite customer service
Course Description
To get this certificate, learners must successfully complete seven mandatory units for a minimum of 36 credits. These are listed below:
- Professional Knowledge and Development for Higher Level Teaching Assistants - (D/508/2483)
- Child Development and Well -being - (H/508/2484)
- Supporting Children and Young People with Special Educational Needs - (K/508/2485)
- Promoting children and young peoples Positive Behaviour - (A/508/2605)
- Working with individual and groups of learners - (T/508/2487)
- Positive working relationships - (T/508/2490)
- Curriculum planning, monitoring, delivery and assessment - (T/508/2490)
Qualification Purpose
The target audience for this qualification is learners working as teaching assistants who want to advance to Higher Level Teaching Assistant status. The aim is to improve learners knowledge, cognition, and skills so they can handle challenges at work. They will also be knowledgeable about the abilities needed to help individuals, small groups, and people with various special needs.
Total Qualification Time
Total Qualification Time (TQT) is made up of the Guided Learning Hours (GLH) and an estimation of how many hours a learner will likely spend on preparation, study, or any other type of learning, including assessment, that is done on their own initiative and not with the guidance of a lecturer, supervisor, or tutor. TQT determines the credit value when credits are awarded for qualification since one credit is equal to 10 hours of learning.
The TQT for this qualification takes 360 hours to complete.
Total Credit value 36
Guided Learning Hours
All contact time, instruction, or supervision provided to a learner by a lecturer, manager, tutor, trainer, or other qualified education or training provider counts towards these hours.
The GLH for this qualification takes 87 hours to complete.
Who Should Take This Course?
This course is ideal for:
- Aspiring Higher Level Teaching Assistants who want to enhance their skills and knowledge.
- Current Teaching Assistants seeking to advance their careers to a higher level.
- Individuals interested in working in the education sector as Higher Level Teaching Assistants.
- Those who want to make a meaningful impact on the lives of children and young people by supporting their learning and development.
Requirements for Entry
- The qualification is appropriate for learners who are at least 16 years old.
- Learners must be employed as teaching assistants in a school.
Progression
Learners may decide to continue on to become teachers after successfully completing the Level 4 Certificate for Higher Level Teaching Assistants (RQF). Qualifications could include the following:
- Level 3 Award in Education and Training
- Level 4 Certificate in Education and Training
- Level 5 Diploma in Education and Training
Assessment
The learner will submit written assignments and additional activities in order to complete the qualification assessments. After the written assignments and other works have been internally evaluated and externally quality-assured by the assessor, the learner can obtain the qualification.
Assessment Method
- Written assignments, workplace observation reports that have been approved by the learner's superior or a fellow employee, and proof of placement provided by a designated individual from the learner's workplace comprise the assessment activities. The assessor evaluates each of these.
- The online portal should be used to turn in all assignments.
- There is no grading; learners must meet all learning outcomes to pass.
Disclaimer
The Teacher’s Training is an affiliate partner of Apex Learning. Under the affiliate program, the Teachers Training is advertising this qualification; however, the course delivery, quality assurance and assessment would be conducted through Apex Learning.
Course Curriculum
| Getting Started with the Course | |||
| Getting Started With the Course | 00:00:00 | ||
| Induction Form | |||
| Induction Form | 00:00:00 | ||
| Registration Entry Form | |||
| Registration Entry Form | 00:00:00 | ||
| Qualifications Specifications | |||
| Focus Awards Level 4 Certificate for Higher Level Teaching Assistants (quals) | 00:00:00 | ||
| Assignment Preparation Guideline | |||
| Assignment Preparation Guideline | 00:00:00 | ||
| Beginners Guide to Referencing | 00:00:00 | ||
| Guideline for Observation | |||
| Guideline for the Observation Session | 00:00:00 | ||
| Unit 01: Professional Knowledge and Development for Higher Level Teaching Assistants | |||
| Study Materials | |||
| Lo1: Understand What a Higher Level Teaching Assistant Is and What Is Required of a Higher Level Teaching Assistant | |||
| 1. Purpose of a Higher Level Teaching Assistant | 00:00:00 | ||
| 2. Role of a Higher Level Teaching Assistant | 00:00:00 | ||
| Lo2: Understand the Continuing Professional Development (Cpd) Requirements for Higher Level Teaching Assistants | |||
| 1. Purpose of CPD and How it Affects Practice | 00:00:00 | ||
| 2. Use of Advice and Feedback to Improve Performance | 00:00:00 | ||
| Lo3: Understand How to Work as a Team Member and Identify Opportunities for Working With Colleagues, Managing Their Work Where Appropriate and Sharing the Development of Effective Practice With Them | |||
| 1. Importance of Team Work and Identifying Different Team Roles | 00:00:00 | ||
| 2. Workplace Collaboration | 00:00:00 | ||
| 3. Managing and Developing the Effective Practice of Appropriate Team Members | 00:00:00 | ||
| Assignment | |||
| HLTA Unit 01 | 00:00:00 | ||
| Unit 02: Child Development and Well-being | |||
| Study Materials | |||
| Lo1: Know the Different Stages of Child Development | |||
| 1. Stages of Physical, Social and Intellectual Development | 00:00:00 | ||
| Lo2: Know the Factors That Can Influence and Affect Children’s Development and How These Practice | |||
| 1.External and Personal Factors that Affect Child Development | 00:00:00 | ||
| 2.Theories to Support Development | 00:00:00 | ||
| 3. Types of Changes That Affect a Child’s Development or Wellbeing | 00:00:00 | ||
| 4. Referral Assessment of Special Educational Needs | 00:00:00 | ||
| Lo3: Understand How to Recognise and Respect the Contribution That Parents and Carers Can Make to the Development and Wellbeing of Children and Young People | |||
| 1. Parents and Carers Contributions for the Development and Well-being of Children and Young People | 00:00:00 | ||
| Lo4: Understand How Frameworks That Support the Development and Wellbeing of Children and Young People Impact Upon Their Practice | |||
| 1. Frameworks That Support Development and Well-being of Children | 00:00:00 | ||
| Assignment | |||
| HLTA Unit 02 | 00:00:00 | ||
| Unit 03: Supporting Children and Young People with Special Educational Needs | |||
| Study Materials | |||
| Lo1: Understand How to Support Learners in Accessing the Curriculum in Accordance With the Special Educational Needs (Sen) Code of Practice and Disabilities Legislation | |||
| 1. Legal Entitlement of Children and Young People with Special Educational Needs | 00:00:00 | ||
| Lo2: Understand How to Promote Promote Equality, Diversity and Inclusion When Working With Children and Young People | |||
| 1. Legislation and Codes of Practice to Promote Equality and Diversity | 00:00:00 | ||
| 2. Experience and Impact of Prejudice and Discrimination and Applying Principles of Equality, Diversity and Inclusion | 00:00:00 | ||
| Lo3: Understand How to Support Children and Young People With Learning Difficulties | |||
| 1. Types of Special Educational Needs and Ways of Supporting Children and Young People with Learning Difficulties | 00:00:00 | ||
| Lo4: Know and Understand the Special Educational Needs for Learners With Sensory and/or Physical Needs | |||
| 1. Effects of a Disability on Children and Young People | 00:00:00 | ||
| 2. Nature of Sensory or Physical Needs and Roles and Responsibilities of Others and Assistive Technology | 00:00:00 | ||
| Lo5: Understand How to Support Children and Young People With English as an Additional Language | |||
| 1. Language and Vocabulary Appropriate to the Age of the Learner, Level of Understanding and Proficiency | 00:00:00 | ||
| 2. Ways of Introducing Words and Language Structures | 00:00:00 | ||
| Assignment | |||
| HLTA Unit 03 | 00:00:00 | ||
| Unit 04: Promoting Childen and Young Peoples Positive Behaviour | |||
| Study Materials | |||
| Lo1: Understand the Policies and Procedures for Promoting Positive Behaviour | |||
| 1. Policies and Procedures to Promote Positive Behaviour | 00:00:00 | ||
| 2. Importance of Consistency and Fairness When Applying Boundaries and Rules for Behaviour | 00:00:00 | ||
| Lo2: Be Able to Promote the Positive Values and Attitudes and Behaviour Expected From Children and Young People | |||
| 1. Promoting Positive Values, Attitudes and Behaviour | 00:00:00 | ||
| 2. Ways of Establishing Ground Rules | 00:00:00 | ||
| 3. Effective Strategies to Promote Positive Values, Attitudes and Behaviour | 00:00:00 | ||
| Lo3: Be Able to Respond to Inappropriate and Challenging Behaviour From Children and Young People | |||
| 1. Patterns and Triggers of Challenging behaviour and Actions | 00:00:00 | ||
| 2. Inappropriate and Challenging Behaviour Management | 00:00:00 | ||
| 3. Supporting Children and Young People to Identify and Avoid Inappropriate Behaviour | 00:00:00 | ||
| 4. How to Deal with Bullying, Harassment or Oppressive Behaviour | 00:00:00 | ||
| Lo4: Be Able to Contribute to Reviews of Behaviour and Behaviour Policies | |||
| 1. Contributing to Reviews of Behaviour and Behaviour Policies | 00:00:00 | ||
| Observation Checklist | |||
| Observation Report – Unit 4 | 00:00:00 | ||
| Assignment | |||
| HLTA Unit 04 | 00:00:00 | ||
| Unit 05: Working with Individual and Groups of Learners | |||
| Study Materials | |||
| Lo1: Understand Working With Individuals and With Small Groups | |||
| 1. Preparing the Resources Required for Planned Learning Activities | 00:00:00 | ||
| 2. Developing and Adapting Resources to Meet the Needs of Individuals and Group | 00:00:00 | ||
| 3. Learning Support Strategies to Meet the Needs of Individuals and Group | 00:00:00 | ||
| 4. Health, Safety, Security and Access Requirements of the Learning Environment | 00:00:00 | ||
| 5. Giving Attention to Learners for Balancing the Needs of Individuals and Group | 00:00:00 | ||
| 6. Assessing Learners’ Participation and Progress in Activities | 00:00:00 | ||
| 7. How to Provide Feedback Effectively | 00:00:00 | ||
| 8. Evaluating How Own Knowledge, Understanding and Skills Impact on Practice of Individuals and Group | 00:00:00 | ||
| Assignment | |||
| HLTA Unit 05 | 00:00:00 | ||
| Unit 06: Positive Working Relationships | |||
| Study Materials | |||
| Lo1: Communicate Effectively and Sensitively With Children, Young People, Colleagues, Parents and Carers | |||
| 1. Effective Communication with Children and Colleagues | 00:00:00 | ||
| 2. Communicating Effectively with Parents and Carers | 00:00:00 | ||
| 3. Commitment to Collaborative and Cooperative Working with Colleagues | 00:00:00 | ||
| Observation Checklist | |||
| Observation Report – Unit 6 | 00:00:00 | ||
| Assignment | |||
| HLTA Unit 06 | 00:00:00 | ||
| Unit 07: Curriculum Planning, Monitoring, Delivery and Assesment | |||
| Study Materials | |||
| Lo1: Be Able to Teach Challenging, Wellorganised Lessons Across the Age and Ability Range | |||
| 1. Teaching Strategies | 00:00:00 | ||
| 2. Designing Opportunities for Learners to Develop Their literacy, Numeracy, ICT and Thinking and Learning Skills | 00:00:00 | ||
| 3. How Learners’ Prior Knowledge and Attainment Enables Them to Meet Learning Objectives | 00:00:00 | ||
| 4. Appropriate Language to Suit the Age and Ability of Learners | 00:00:00 | ||
| 5. Management of Individual, Group and Whole-Class Learning | 00:00:00 | ||
| 6. Appropriate Teaching to Suit the Stage of the Lesson and the Needs of the Learners | 00:00:00 | ||
| Lo2: Be Able to Use Ict Skills to Advance Learning | |||
| 1. Opportunities for Using ICT to Support Pupils’ Learning and Its Impact | 00:00:00 | ||
| 2. Encouraging Pupils to Use ICT to Solve Problems, Work Collaboratively and Find Out New Information | 00:00:00 | ||
| Lo3: Be Able to Use an Appropriate Range of Strategies for Setting Learning Objectives and Monitoring Progress and Attainment | |||
| 1. Providing Constructive Feedback | 00:00:00 | ||
| 2. Supporting and Guiding Learners | 00:00:00 | ||
| 3. Using Assessment to Diagnose Learner’s Needs | 00:00:00 | ||
| Lo4: Be Able to Maintain and Analyse Records of Learners’ Progress | |||
| 1. Monitoring Learners’ Learning Progress | 00:00:00 | ||
| Observation Checklist | |||
| Observation Report – Unit 7 | 00:00:00 | ||
| Assignment | |||
| HLTA Unit 07 | 00:00:00 | ||
| Assignment Submission Checklist | |||
| Assignment Submission Checklist | 00:00:00 | ||
| Submit Your Assignments – Level 4 Certificate for Higher Level Teaching Assistants | |||
| Submit Your Assignments | 00:00:00 | ||
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