This new Apprenticeship Standard enables students to develop skills, professional behaviours and knowledge which are essential for an excellent Teaching Assistant.
The course will enhance apprentices’ skills in supporting children or young people’s learning in schools or colleges. It also develops their responsibilities so that they can work independently with groups of children and/or equips them to support the learning of pupils with special educational needs. The apprentice will also help to plan, carry out and evaluate a wide range of learning activities.
The programme is an excellent stepping stone to a Higher Level Teaching Assistant course, Foundation Degree or higher level training.
What are the benefits?
The apprentice must be over 16 years old and have an apprenticeship contract in a school or other provider, working with children from Year 1 upwards.
Qualification entry requirements will be a matter for individual employers: typically an apprentice might be expected to have already achieved five GCSEs, including Maths and English, at grade 4/5. Some employers will accept other relevant qualifications and experience, including a relevant Level 2 qualification.
Alongside the Apprenticeship Standard for Teaching Assistants, the apprentice will study Level 2 Functional Skills qualifications in English and Maths (if these have not already been achieved at point of entry).
The Maths and English Functional Skills must be achieved prior to the End Point Assessment.
Alongside the Apprenticeship Standard, Derby College will offer the opportunity for apprentices to complete the NCFE CACHE Level 3 Certificate in Supporting Teaching and Learning. This is made up of 11 units which will embed the apprenticeship standard's behaviours, skills and knowledge expectations.
Units covered include:
You will be formatively assessed through a range of written tasks, presentations, developmental professional discussions, developmental observations of your skills and practice in school, reflective practice and professional and personal development plans.
If you undertake a Supporting Teaching and Learning qualification as part of your apprenticeship, you will be assessed through this range of methods. Your Functional Skills qualifications will be assessed through examinations.
You will attend a weekly learning session on a Monday afternoon and other learning time is organised on a flexible basis to accommodate your employer’s needs and your own needs. You will normally be required to attend College to achieve the Functional Skills qualifications.
End Point Assessment
In order to evidence the Apprenticeship Standard and become an outstanding Teaching Assistant you must achieve the End Point Assessment (conducted by an external End Point Assessment Centre). The End Point Assessment involves:
Former animal welfare degree student Elizabeth Spinks says Derby College has given her the opportunity to expand her career into teaching. Elizabeth, 26, used her qualification from the University of the West of England in a number of roles – educating animal lovers about cat care – but she felt she needed a more challenging job.
She answered a Derby College advertisement and landed a part-time teaching position which led to a full time post at Broomfield Hall. Elizabeth, from Mapperley, Nottinghamshire, teaches practical and theory in the care of small animals including rabbits, guinea pigs and alpacas. Describing her job as half assessor-trainer/half lecturer, Elizabeth mainly teaches school leavers.
As part of her role she studied part-time after work in Education and Training at Levels 3 and 4 at the Roundhouse in Derby. She praised the motivational and mentoring skills of the lecturers and said the classes were always "relatable" to the workplace. Now Elizabeth is taking her PGCE teaching qualification, while covering for a lecturer on maternity leave. Her aim is to "keep improving" and possibly to progress to become a full-time lecturer.
The lecturers were really good. They kept me really interested, especially after teaching full-time all day, and then going in during the evening: I imagine it’s quite hard work to motivate people.
I found it very good, and really interesting and it definitely increased my confidence a lot for teaching. All the modules were relatable and all the activities were really well planned.