This course is designed to prepare you to support the teacher and the delivery of curriculum within a school, as well as introduce the skills necessary to help children develop self-esteem, independence and skills for learning.
DurationThis course is designed to prepare you to support the teacher and the delivery of curriculum within a school, as well as introduce the skills necessary to help children develop self-esteem, independence and skills for learning.
Overview
It is relevant for those who are already employed as a Teaching Assistant, or for those working in a voluntary capacity in a classroom situation or early years setting with children aged three or above. It is also open to those who have little previous relevant experience, but are committed to train as a Teaching Assistant.
Coupled with excellent tutor guidance and support, through work placements, you will gain experience and explore the role of the Teaching Assistant, developing the skills of a reflective practitioner.
The course is delivered by a mixture of College based classes and workshops, supported by practical experience in the work setting. You will be required to undertake a minimum of 80 hours work placement, which you need to arrange yourself.
Attendance at placement should be throughout the duration of the course. In addition to College based study, it is expected that you will undertake independent research and directed study.
You will study the following mandatory units:
Understand schools and colleges as organisations
Understand children and young people’s development
Safeguarding children and young people
Equality, diversity and inclusion in a learning environment for children and young people
Maintain relationships with children and young people
Support the health and safety of children and young people
Support positive behaviour in a learning environment for children and young people
Contribute to teamwork in a learning environment
Understand children and young people’s play and leisure
Promote an effective learning environment
Provide displays in a learning environment
In addition to the above mandatory units, you will have the opportunity to study a range of optional units including SEN, extra-curricular activities etc.
Entry Requirements
You should have GCSE Grade A*-C/Grade 9-4 in either Mathematics or English, or an equivalent qualification. If you only have one of these qualifications, you must be willing to undertake the other alongside this course.
We offer Functional Skills courses in English and Maths and can create an individual learning programme tailored to your needs.
You are also required to undertake a minimum of 80 hours work placement in a setting. You should arrange this placement yourself prior to the start of the course.
Learners must complete a pre-interview task prior to their enrolment.
How will I be assessed?
The course is assessed by a portfolio of evidence containing case studies, reflective accounts of practice, assessor observation, details of activities undertaken with children or young people etc.
Progression Pathway
On successful completion of this course you will be awarded the Supporting Teaching & Learning NCFE CACHE Level 2 Certificate. You may then wish to progress to the Diploma in Supporting Teaching & Learning NCFE CACHE Level 3 , or to relevant employment in schools, early years’ settings or SEN schools.
History
Runshaw College was established in 1974. It initially began life catering solely for school leavers from Balshaw’s High School in Leyland, and Parklands High School in Chorley.
In the early years of its existence, the college gained a reputation for high-quality education and expanded at a gentle rate. Our students at Runshaw College always perform outstandingly well in their advanced level qualifications and that is certainly the case for Runshaw’s highly talented Class of 2023. Over 1000 A*/A grades were achieved by our A Level students. Overall, 95% of our Vocational students progressed to their chosen university.
Since 1974, six College Principals have worked incredibly hard to make Runshaw the success that it is.
The 1990s saw the college expand rapidly, as it undertook an extensive building programme (naming each new building after a place in the Lake District, the most recent of which is Buttermere – a nod to the trees and wildlife that make the campus so attractive) to accommodate increasing student numbers, as its reputation for high calibre teaching and strong exam results spread beyond the borders of South Ribble and Chorley.
It was during this phase, under the nationally recognised leadership of Principal Bernard O’Connell (who was later knighted for his services to education and to the college) that the college started to recruit in large numbers from surrounding towns of Blackburn, Wigan and Preston.
After the millennium, the college’s results went from strength to strength, and it achieved: Investors in People Awards, Grade 1 inspections and superb links with the country’s top universities, allowing the college to consistently have more than strong progression to the country’s elite universities including Oxford and Cambridge.
Today, Runshaw College has consolidated the previous 49 years of hard work and is now acknowledged as one of the finest providers of Further Education in the sector, attracting students from all around the North West now including Southport, Preston, Blackburn, Bolton and Wigan.
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