Level 4 Certificate for Higher Level Teaching Assistants

Description

In the contemporary UK educational landscape, an estimated 80% of schools employ Higher Level Teaching Assistants (HLTAs) to further enrich their students' learning experience. This Level 4 Certificate for Higher Level Teaching Assistants gives aspirants the tools and knowledge to become an integral part of this transformative journey. The role of HLTAs has never been more pivotal; they bridge the gap between teachers and students, fostering an environment of growth, understanding, and profound development. With the landscape of education constantly evolving, HLTAS must be equipped with the latest knowledge and methodologies. Let's unleash the true potential and make a lasting difference in students' lives. Join the Level 4 Certificate for Higher Level Teaching Assistants course today.

Level 4 Certificate for Higher Level Teaching Assistants (RQF)

For this qualification, learners must complete a minimum of 36 credits through seven mandatory units.In this course, you will get to enhance your knowledge in all seven mandatory units.

The award aims to improve the potential of the students to:

This qualification is aimed at learners employed in a teaching assistant role who wish to progress to Higher Level Teaching Assistant status. The purpose is to develop learners' knowledge, understanding, and skills to address the challenges they meet in their workplace. They will also understand the knowledge needed to support individuals and small groups and help individuals with a range of additional needs.

Our extensive Level 4 Certificate for Higher Level Teaching Assistants (RQF) course is suitable for ambitious learners who are already working or considering working in the teaching sector.The qualification is also suitable for individuals who:

The qualification assessments will be taken through tutor-marked assignments. Upon completing each unit, the learner must attempt a series of questions with comprehensive answers, which will be marked by the tutor. The tutor-marked tasks are required to be assessed by a professional as well.
Thereupon, to ensure all the course assignments have met the standards properly by both the learners and assessors, the tasks are subjected to internal and external moderation. NB: At least 50 hours of work placement within a school is required to accomplish this assessment. The work setting can either be a primary, secondary or special school with pupils aged 5+ and studying Key Stage 1 or above. As a part of this placement, learners will require a member with occupational competence in supervising and signing the witness testimonies, to ensure they have gained the work-based learning outcomes of this programme properly.

At least 50 hours of work placement within a school is required to accomplish this assessment. The work setting can either be a primary, secondary or special school with pupils aged 5+ and studying Key Stage 1 or above.

Successful learners may wish to progress to teaching qualifications such as:

This is an estimate of the total length of time it is expected that a learner will typically take to achieve and demonstrate the level of attainment necessary for the qualification, i.e. to achieve all learning outcomes.Total Qualification Time comprises GLH and an estimate of the number of hours a learner is likely to spend in preparation, study or any other learning, including assessment, which takes place as directed by, but not under the supervision of a lecturer, supervisor or tutor. The credit value, where given, for qualification is determined by TQT, as one credit corresponds to 10 hours of learning. Total Qualification Time for this qualification is 380hours.Total Credit value 36

These hours are made up of all real-time contact time, guidance or assessment of a learner by a lecturer, trainer or other appropriate education or training provider.GLH or Guided Learning Hours for this qualification is 108.

54 sections • 74 lectures • 00:00:00 total length

•Getting Started With the Course: 00:00:00

•Induction Form: 00:00:00

•Registration Entry Form: 00:00:00

•Focus Awards Level 4 Certificate for Higher Level Teaching Assistants (quals): 00:00:00

•Assignment Preparation Guideline: 00:00:00

•Beginners Guide to Referencing: 00:00:00

•Guideline for the Observation Session: 00:00:00

•1. Purpose of a Higher Level Teaching Assistant: 00:00:00

•2. Role of a Higher Level Teaching Assistant: 00:00:00

•1. Purpose of CPD and How it Affects Practice: 00:00:00

•2. Use of Advice and Feedback to Improve Performance: 00:00:00

•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

•HLTA Unit 01: 00:00:00

•1. Stages of Physical, Social and Intellectual Development: 00:00:00

•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

•1. Parents and Carers Contributions for the Development and Well-being of Children and Young People: 00:00:00

•1. Frameworks That Support Development and Well-being of Children: 00:00:00

•HLTA Unit 02: 00:00:00

•1. Legal Entitlement of Children and Young People with Special Educational Needs: 00:00:00

•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

•1. Types of Special Educational Needs and Ways of Supporting Children and Young People with Learning Difficulties: 00:00:00

•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

•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

•HLTA Unit 03: 00:00:00

•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

•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

•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

•1. Contributing to Reviews of Behaviour and Behaviour Policies: 00:00:00

•Observation Report - Unit 4: 00:00:00

•HLTA Unit 04: 00:00:00

•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

•HLTA Unit 05: 00:00:00

•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 Report - Unit 6: 00:00:00

•HLTA Unit 06: 00:00:00

•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

•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

•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

•1. Monitoring Learners' Learning Progress: 00:00:00

•Observation Report - Unit 7: 00:00:00

•HLTA Unit 07: 00:00:00

•Assignment Submission Checklist: 00:00:00

•Submit Your Assignments: 00:00:00