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Level 3 Teaching Assistant Apprenticeship StandardApply Now »

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Level: 3

Location: The RoundHouse

Years: 2

Interview: Y

Course Summary

The course will enhance apprentices’ skills in supporting children or young people’s learning in schools or colleges.  It also develops their responsibilities so they can work independently with groups of children and/or equips them for supporting the learning of pupils with special educational needs.  The student will also help to plan, carry out and evaluate a wide range of learning activities.

The apprenticeship is an excellent stepping-stone to a Higher Level Teaching Assistant course, Foundation Degree or higher level training. It also develops professional behaviours which are essential in the workforce.

What are the benefits:

  • Develop wide-ranging skills and personal qualities to improve your career prospects in the education sector
  • Develop professional behaviours expected of teaching assistants
  • Earn while you learn, in a highly rewarding job
  • Gain a recognised qualification respected worldwide
  • Look forward to a brighter future: the majority of apprentices stay in employment and two thirds continue their career with the same employer

Entry requirements

The apprentice must be over 16 years old and have:

  • An apprenticeship contract in a school or with another provider, working with children from Year 1 upwards but not adults
  • Qualification entry requirements set by 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

Course Content

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.

Units covered include:

  • Understand child and young person development
  • Understand how to safeguard the wellbeing of children and young people
  • Communication and professional relationships with children, young people and adults
  • Schools as organisations
  • Support children and young people’s health and safety
  • Support learning activities
  • Promote children and young people’s positive behaviour
  • Develop professional relationships with children, young people and adults
  • Promote equality, diversity and inclusion in work with children and young people
  • Support assessment for learning knowledge
  • Engage in personal development in health, social care or children’s and young people’s settings

Additional training opportunity:

Alongside the Apprenticeship Standard, Derby College Group will also 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 behaviours, skills and knowledge expectations of the apprenticeship standards.

How will I be assessed?

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 also be assessed through this range of methods.  Your Functional Skills qualifications, if needed, will be assessed through examinations. 

You will attend a weekly learning session 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 if you do not already hold GCSE Maths and English at grade 4 or above.

End-point Assessment

In order to evidence the Apprenticeship Standards and become an outstanding teaching assistant, you must achieve the End Point Assessment for the Apprenticeship Standards (conducted by an external End Point Assessment Centre). This involves:

  • Observation
  • Professional discussion
  • Sharing your portfolio of evidence

Are there any additional costs or specialist equipment required?

No

What can I do after this course?

  • Secure a permanent position as a teaching assistant in a school
  • Progress to a Level 4 Certificate for Higher Level Teaching Assistants, or a Foundation Degree specialising in one of the pathways (Teaching Assistant, Early Years, Children and Young People, or SEND)

Did you find the course information on this page useful?

 

This course is run at the Roundhouse Campus

About the Roundhouse »

Elizabeth Spinks

Elizabeth Spinks

Elizabeth takes big steps in small animal teaching

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.

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