EXTENDED OFFER ENDS INOverview - Level 4 Higher Level Teaching Assistant (HLTA)
Introducing our most in demand certification designed specifically for Teaching Assistants (TAs) aiming to advance to Higher Level Teaching Assistant (HLTA) status. The primary objective of this ofqual regulated program is to enhance learners’ proficiency, comprehension, and skills necessary for addressing various workplace challenges. With a focus on aiding both individuals and small groups, the curriculum fosters a deeper understanding of supporting individuals with diverse learning requirements.
This course will prepare you to handle advanced tasks, support teachers in innovative ways, and become an even more valuable asset to your school community. By the end of the program, you’ll be ready to step into your new role with confidence and expertise.
Join us to expand your teaching support capabilities and make a more significant impact on student learning and development. Enrol now and start your journey toward becoming an HLTA!
Please note that, 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.
Qualification Information
- Awarding Body: Focus Awards
- Qualification Number: 61/8533/8
- Qualification Credits: 36
- Guided Learning Hours (GLH): 110 Hours
- Total Qualification Time (TQT): 380 Hours
About Awarding Body
Focus Awards is a nationally recognised awarding body regulated by Ofqual (Office of Qualifications and Examinations Regulation) in the UK. It is highly dedicated to delivering high-quality, accessible qualifications across a range of sectors. Known for their commitment to educational excellence, Focus Awards ensures their qualifications meet industry standards and equip learners with the skills and knowledge needed for professional success.
Learner Entry Requirements
Learners are required to be working within a school as a teaching assistant. At least 50 hours of work placement in a school setting are required. This placement can be in a primary, secondary, or special school with students aged 5 and above who are studying at Key Stage 1 or higher. During the placement, learners must be supervised by an occupationally competent member who can sign the witness testimonies, ensuring that the work-based learning outcomes of the program are effectively achieved.
Method of Assessment
Each learner is required to create portfolio of evidence which demonstrates achievement of all the learning outcomes and the assessment criteria associated with each unit.
The main pieces of evidence for the portfolio could include:
- Assessor observation – completed observational checklists on related action plans
- Witness testimony
- Learner product
- Worksheets
- Assignments / projects / reports
- Record of oral and written questioning
- Learner and peer reports
- Recognition of prior learning (RPL)
Certification
Upon successful completion of all assessments, you’ll receive a nationally recognised Level 4 Certificate for Higher Level Teaching Assistant certificate issued by Focus Awards. This certification signifies your competence and opens doors to various teaching opportunities in the lifelong learning sector.
Progression
On successful achievement of the Focus Awards Level 4 Certificate For Higher Level teaching Assistants (RQF) learners may wish to progress onto becoming a teacher. 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
Career Opportunities
Completing the Higher Level Teaching Assistant (HLTA) certification opens a range of exciting career opportunities within the education sector. Here are some potential career paths you can pursue with this qualification:
- Higher Level Teaching Assistant (HLTA)
- Special Educational Needs (SEN) Support Specialist
- Learning Mentor
- Educational Support Worker
- Teaching Assistant Coordinator
- Primary or Secondary School Teacher (with further qualifications)
- Family Support Worker
- Further Education (FE) Tutor
- Early Years Educator
- Educational Consultant
FAQ - Frequently Asked Questions
A: School teachers are eligible to undertake the HLTA qualification, regardless of whether they teach in primary, secondary, or special education settings. However, it’s essential to ensure that the students you work with are at least in Key Stage 1 and older than five.
A: Certainly, simulation is not permitted for this qualification, and observation must take place in a school environment while working with children.
A: Yes, real-school setting observation/witness is mandatory. An expert witness, usually a class teacher or a qualified assessor, conducts the observation or provides the witness.
A: Yes, you are required to be in a teaching role.
A: Don’t worry, you can resubmit your revised assignment based on the feedback provided by our tutor.
A: It is all up to you. Whether you wish to finish the course in a few weeks or over the course of a year.
A: It entirely depends on you. Whether you want to complete the course in a matter of weeks or spread it over 12 months. At Teachers Training, we provide complete flexibility, allowing you to complete the course at your preferred pace.
A: It entirely depends on you. Whether you want to complete the course in a matter of weeks or spread it over 12 months. At Teachers Training, we provide complete flexibility, allowing you to complete the course at your preferred pace.
A: Guided learning hours or, GLH are made up of all contact time, guidance or supervision of a learner by a lecturer, supervisor, tutor, trainer or other appropriate provider of education or training.
Guided Learning Hours for this qualification is 110 Hours.
A: Total Qualification Time is made up of GLH and an estimation of how many hours a learner will likely spend preparing for, studying for, or engaging in any other type of learning, such as assessment, which occurs at the learner’s direction but not under the guidance of a lecturer, supervisor, or tutor.
There are 380 hours required to complete this certification in its entirety.
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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