Level 3 Teacher Assistant Advanced Apprenticeship Standard
Type: Full Time
Subject: Teaching, Training and Learner Support
Start Date: Please contact the Information Centre for start date information
Fee: Please contact the Information Centre for fee information
18 months – additional time may be required to complete your independent End–point assessment. You must have a contract of employment for the duration of your Apprenticeship programme.
This is a Level 3 Apprenticeship Standard and is equivalent to A Levels.
There is the opportunity to progress onto a Higher Level/Degree Apprenticeship upon successful completion of the independent End–point assessment.
Who is it for
APPLICATIONS FOR 2020/21 NOW OPEN!
Please only apply for this course if you already have a suitable employer to support you throughout your Apprenticeship. If you do not currently have an employer you can apply for Apprenticeship vacancies by visiting www.peterborough.ac.uk/apprenticeships/apprenticeship–vacancies
Do you enjoy working with groups of children and young people?
Are you looking to start a career within the education sector or progress your CPD?
As a Teaching Assistant you could be working in Primary, Special and Secondary education across all age ranges encompassing special educational needs and emotional vulnerabilities. Your primary role as a Teaching Assistant is to support the class teacher to enhance pupils' learning either in groups or individually, ensuring pupils understand the work set, know their learning objectives and stay on task in order to make progress. You will play a vital role in promoting self–belief, social inclusion and a high self–esteem play which is an integral part to pupils' well–being; ensuring pupils thrive in a positive, nurturing, safe environment. It is an active role supporting the learner to access the curriculum, promoting fundamental British Values and promoting positive behaviours. You will be a good role model and will be expected to act with honesty and integrity, take part in team meetings; contribute to planning and class activities.
You can apply for an Apprenticeship if you are living in England, over 16 and not in full–time education. You must be in paid employment for the duration of your Apprenticeship, you cannot be self–employed or a volunteer. Employers must pay you the minimum Apprenticeship wage or more, for a minimum of 30 hours a week.
Interview Skills Assessment
All candidates will be invited to a pre interview with the Apprenticeship Recruitment Officers and will take part in an initial assessment for English and Maths. You may also be required to complete an aptitude test based on your current skills.
We strongly recommend all candidates also complete a minimum of 2 weeks work experience with their employer prior to the start of the Apprenticeship to ensure the organisation meets your needs.
What will I need
Individual employers will set selection criteria, but it is likely to include 5 GCSEs at grade C/4 and above including English and Maths; a relevant Level 2 Early Years Practitioner Apprenticeship; other relevant qualifications and experience.
You will also require a suitable supportive employer who will guide you through your Apprenticeship. If you do not have an employer already you can apply for Apprenticeship vacancies are advertised on our website – https://www.peterborough.ac.uk/apprenticeships/apprenticeship–vacancies/
We strongly advise you to complete a minimum of 2 weeks work experience with your employer prior to the start of your Apprenticeship to ensure it is a suitable organisation for your needs.
What is covered
This Apprenticeship is designed for Teaching Assistants to develop key knowledge, skills and behaviours to support progression into a number of career paths in the educational sector, including: Higher Level Teaching Assistant, Assistant Teacher and Teacher.
• Understanding how pupils learn and develop
– Understand the need to provide feedback to support and facilitate an appropriate level of independence.
– Comprehend appropriate levels of learning resources to identify and help address weakness, consolidate strengths and develop individualised expectations.
– Recognise different stages of child development through school, eg: transition between key stages.
– Recognise the importance of using appropriate technology to support learning.
• Working with teachers to understand and support assessment of learning
– Understand the need to accurately observe, record and report on pupil's participation, conceptual understanding and progress to improve practice and assessment for different groups of pupils.
– Understand the school's assessment procedures for benchmarking against targets set by the class teacher.
– Be familiar with assessment materials.
– An appropriate knowledge of the curriculum and context you are working in.
• Keeping Children Safe in Education
– Understand current statutory guidance including ’Keeping Children Safe in Education' Part 1, safeguarding policies, Prevent Strategy.
– Understand the importance of sharing relevant information, in a timely manner with the designated Safeguarding lead. Understand the importance of first aid procedures, recording/reporting incidents and a broad knowledge of Health & Safety Policy.
• Developing strategies to support
– Developing strategies for support and encourage pupils to move towards independent learning.
– Use appropriately varied vocabulary to ensure pupils' understanding.
– Embed effective behaviour management strategies using discipline appropriately and fairly in line with the school's policy.
– Deliver interventions in accordance with training given (RAG rating).
– Foster and encourage positive, effective, nurturing and safe learning environments inspiring pupils to take pride in and learn from their individual achievements.
– Recognise, adapt and respond to all pupils encompassing SEN/emotional vulnerabilities, for example, use Makaton, visual timetables.
• Communication and team work
– Work closely with teachers to ensure own contribution aligns with the teaching.
– Ensure regular communication with teachers to provide clarity and consistency of role within lessons.
– Deliver/lead small group teaching within clearly defined/planned parameters using initiative, sensitivity and understanding.
– Build appropriate relationships with colleagues, pupils, parents, adults and stakeholders.
– Comply with policy and procedures for sharing confidential information and know when and where to seek advice.
– Implement current statutory guidance including ’Keeping Children Safe in Education' Part 1, safeguarding policies, Prevent Strategy.
– Undertake safeguarding training every 3 years.
– Support pupils' well–being whilst embedding the importance of online safety.
• Working with teachers to accurately assess
– Contribute to a range of assessment processes and use information effectively for example: written records.
– Use specific feedback to help pupils make progress.
– Apply good subject knowledge to support accurate assessment.
• Using technology
– Use school computer systems, including specialist software eg: online registration, intervention programmes and management information systems.
– Use relevant technology competently and effectively to improve learning.
– Ensure pupils use technology safely.
• Problem solving/ability to motivate pupils
– Use a range of strategies including scaffolding and open questioning skills to enable pupils to access and engage in learning.
– Recognise the difference between pastoral and academic issues and model good behaviour for learning.
• Building relationships/ embracing change
– Flexibility, trust, professional conduct, confidentiality and being respectful.
– Promote the school's efforts to build positive behaviour for learning.
– Promote and exemplify positive behaviour and uphold the school ethos.
– Be enthusiastic and open to new ideas.
• Adding value to education
– Praise; provide constructive and specific feedback and support pupils, helping them to achieve their maximum potential socially, emotionally and academically through peer marking and reflection.
• Promoting equality, diversity and inclusion
– Keep pupils at the centre of everything.
– Promote community cohesion and cultural diversity encompassing a full understanding of the school's ethos.
• Professional standards and personal accountability
– Demonstrate professional relationships in line with Staff Handbook.
– Be diplomatic, a positive role model and maintain confidentiality.
– Optimise learning opportunities and reflect on their personal development.
– Demonstrate a willingness to learn and improve personal skill set.
• Team working, collaboration/ engagement
– Work collaboratively and constructively with the whole school team.
– Engage professionally as appropriate with outside professionals.
As an Apprentice you will be expected to attend college 1 day a month as part of your ongoing 20% off–the–job training. Additional off–the–job training hours are expected to be completed within the workplace, however you may be asked to complete tasks at home via Google Classroom and One–file.
Please note you may also be asked to complete additional English and Maths qualifications as part of the Apprenticeship programme.
How is the course assessed
As well as being assessed continually throughout your Apprenticeship course, all Apprentices are required to complete an End–point Assessment in order to complete their qualification.
The EPA is conducted independently to your employer and Peterborough Regional College and is designed to test whether you have gained the skills, knowledge and behaviours outline in the Teacher Assistant Apprenticeship Standard. You will be graded according to your individual performance.
Throughout the duration of your Apprenticeship you will complete a number of assessments and build a portfolio of evidence, only when this has been completed can your assessor and employer agree to put your forward for the 'Gateway'. This gateway allows you to focus on and prepare for your EPA in order to complete your Apprenticeship. During this time your employer will be expected to support you to prepare for your EPA through regular training.
Your End–point assessment will consist of two parts which will be graded at fail, pass and distinction and determine you overall Apprenticeship grade.
• Assessment 1: Practical observation with questions & answers
• Assessment 2: Professional discussion underpinned by a portfolio of evidence
Throughout the Apprenticeship it is your responsibility with the help from your employer, assessor and college tutors to ensure you are ready for your final independent EPA.
More information about your EPA will be given to you by your Assessor at the Apprenticeship Sign Up.
What can this course lead to
As well as ensuring full competency as a Teaching Assistant, this standard provides a foundation for potential progression into a number of career paths in the Educational sector including Higher Level Teaching Assistant, Assistant Teacher and Teacher.
You have the opportunity to progress onto a Higher/Level Degree Apprenticeship or further full time education at university.
Are there any additional costs
Learners may need to purchase uniform and/or equipment depending on the employer.
As an Apprentice you need to be fully committed and have good communication skills with children, young people and adults. Some children can be challenging and you need to be adaptable in their behaviour and assist with supporting learning activities.
An Apprentice will work on average 30–37 hours a week, this may vary throughout the year dependent on term times and workloads.
An employed status Apprentice you will:
• Earn a wage – the national minimum wage for Apprentices is £4.15 an hour, although many Apprentices earn more than this. Please note you must be a paid employee of the business, you cannot be self–employed or a volunteer.
• Have a contract of employment – this must be given to you at the start of your employment.
• Get paid holidays – these will be detailed in your contract of employment.
• Receive training – it is crucial to the success of your Apprenticeship that your employer supports you with regular training. The Apprenticeship standard states you must complete a minimum of 20% off–the–job training which can also include training at Peterborough Regional College and training within the workplace. You will also be expected to build a portfolio and complete tasks on One–file and Google Classrooms.