Teaching Assistant Course Level 4 (HLTA)

This Higher Level 4 Teaching Assistant (HLTA) home study course is linked to the professional standards for HLTA status which set out for teachers, employers and parents the contribution to pupils’ learning that HLTAs can be expected to make. This distance learning course will help students prepare for an HLTA position.

These set out the expectations for planning, monitoring, managing and evaluating learning within the framework of guidance and supervision agreed with the assigned teacher and in accordance with arrangements made by the head teacher of the school.

There is a mixture of question types requiring a range of responses, including descriptive answers or the completion of practical activities. If you are currently working with children, the activities may be used in support of your particular role. However, if you are not actively working with children at present, you will find that wherever possible the questions are structured to provide you with alternative means of answering them. You may find it profitable to approach the head of one of your local schools, to explain what you are doing and to see whether there are any opportunities for you to gain experience by helping out in the school on a purely voluntary basis.

• Endorsed: Yes
• QCF Recognised: No, Equivalent level of learning at level 4
• Awarding Body: TQUK - Training Qualifications the UK - Endorsed
• Start Date: Anytime - We enrol 365 days a year
• Duration: Flexible - Approx 240 Hours - 12 Months Max Support
• Credit Value: Not Applicable

Syllabus

Module 1: Communication & Positive Relationships

• Standard 2: Establish Fair, respectful, trusting, supportive and constructive relationships with children and young people.
• Standard 3: Demonstrate the positive values, attitudes, and behaviour they expect from children and young people
• Standard 4: Communicate effectively and sensitively with children, young people, colleagues, parents and carers
• Standard 6: Demonstrate a commitment to collaborative and cooperative working with colleagues
• Standard 33: Directing the work, where relevant, of other adults in supporting learning

Module 2: Curriculum, Planning & Assessment

• Standard 13: Know how statutory and non-statutory frameworks for the school curriculum relate to the age and ability ranges of the learners they support
• Standard 14: Understanding the objectives, content and intended outcomes for the learning activities in which they are involved
• Standard 15: Know how to support learners in accessing the curriculum in accordance with the special needs (SEN) code of practice and disabilities legislation.
• Standard 16: Know how other frameworks that support the development and well being of children and young people, impact upon their practice.
• Standard 17: Use their area(s) of expertise to contribute to the planning and preparation of learning activities.
• Standard 18: Use their area(s) of expertise to plan their role in learning activities.
• Standard 19: Devise clearly structured activities that interest and motivate learners and advance their learning
• Standard 20: Plan how they will support the inclusion of the children and young people in the learning activities
• Standard 21: Contribute to the selection and preparation of resources suitable for children and young people's interest and abilities.
• Standard 22: Monitor learners' responses to activities and modify the approach accordingly.
• Standard 23: Monitor learners' progress in order to provide focused support and feedback,
• Standard 24: Support the evaluation of learners' progress using a range of assessment techniques.
• Standard 25: Contribute to maintaining and analysing records of learners' progress
• Standard 28: Use tier ICT skills to advance learning
• Standard 32: Organise and manage learning activities in ways which keep learners safe.

Module 3: Child Development

• Standard 5: Recognise and respect the contribution that parents and carers can make to the development and well-being of children and young people.
• Standard 8: Understand the key factors that affect children and young people's learning and progress
• Standard 10: Have sufficient understanding of their area(s) of expertise to support the development, learning and progress of children and young people.
• Standard 29: Advance learning when working with individuals
• Standard 30: Advance learning when working with small groups
• Standard 31: Advance learning when working with whole classes without the presence of the assigned teacher.

Module 4: Personal Professional Development
In this module you will consider how to:

Ensure that you are accessing and evaluating emerging theory and practice to develop professionally and update your knowledge and practice including responding to advice and feedback

Evidence that you know how to use ICT to support professional activities

Identify that you hold the required professional qualifications

Module 5: Equality, Diversity & Inclusion

• Standard 1: Have high expectations of children and young people with a commitment to helping them fulfil their potential
• Standard 3: Demonstrate the positive values, attitudes and behaviour they expect from children and young people.
• Standard 9: Know how to contribute to effective personalised provision by taking practical account of diversity
• Standard 15: Know how to support learners in accessing the curriculum in accordance with SEN code of practice and disabilities legislation
• Standard 20: Plan how they will support the inclusion of the children and young people in the learning activities
• Standard 26: Use effective strategies to promote positive behaviour
• Standard 27: Recognise and respond appropriately to situations that challenge equality and opportunity

Pre-requisites

Students looking to enrol in this course should meet the following criteria:

• Have completed a Level 3 Supporting Teaching & Learning in Schools course or equivalent.
• Be aged 16 Years or above
• Possess a solid knowledge of the English language
• Have access to a PC and the internet for the duration of the whole course
• Basic computer skills: e.g Word processing, emailing, uploading documents etc
• Have a genuine desire to succeed

Students do not require a placement to complete this course.

Duration

Course duration will vary dependant on student commitment, effort and ability. Overall guided learning hours are Approx 240. This should be used as a guideline only and completion times will vary hugely.We would encourage students to seriously consider how they plan to complete their chosen course prior to enrolment. Students should think about how they are going to study, where they are going to study and how often. Be realistic!

Speak to family members and help them to understand what you are trying to achieve, explain you may require peace and space to study at certain times. The more you involve them the more likely you are to get them on your side.

Students are reminded that the time in which they complete is purely down to them as an individual. Completion can be as quickly or as slowly as you wish within the 12 month tuition period. If you require additional time an extension may be available. Extensions are arranged at an additional cost as and when needed.