Level 2 Teaching Assistant Course

Our online Level 2 Teaching Assistant course is perfect if you’re looking to get a full or part-time job at a school. Or, if you’ve recently started your first job at a school.

It’s a valuable qualification for teaching assistants as well as school administration jobs and site support roles such as assistant caretaker. Or, any other paid or volunteer role at a school where you’re working with children and young people.

Achieve the ‘NCFE Cache Level 2 Award in Support Work in Schools’ qualification to add to your CV!

Our September/October students will be offered our remote learning option which includes:

  • Digital learning materials
  • Pre-recorded virtual teaching sessions
  • Pre-booked 1-1 tutorials
  • Assessment through a suite of portfolio based coursework
  • Email support

There are no formal entry requirements for this course.

However, if you don’t have GCSE English & Maths, you’ll have the option of doing a Functional Skills Maths and/or Functional Skills English course with us. Which would improve your chances of getting work in a school further.

Unit ref no.TitleUnit typeLevelCredit
H/601/3305Child and young person developmentKnowledge22
K/601/3323Safeguarding the welfare of children and young peopleKnowledge23
F/601/3313Communication and professional relationships with children, young people and adultsKnowledge22
D/601/3321Equality, diversity and inclusion in work with children and young peopleKnowledge22
T/601/3325Schools as organisationsKnowledge22
  

The duration of this course is up to 12 weeks. 

Unrestricted Online Learning

This online course allows you to work around your busy schedule, whilst still providing you with high-quality, 1-1 tutor support.

In addition to 24/7 access to learning materials, we provide free, optional, online webinars that you can watch live or play back at a later date. They allow you to learn directly from a tutor and interact with others on your course. Ask questions, get clarification and be part of a learning community.    

On demand playback

Missed a webinar? Don’t worry! All sessions are recorded and allow you to watch back at a time that suits you.

Fully-flexible learning

Want to learn at any hour of any day? No problem! Our learning platform gives you 24/7 access to your learning materials, so you can learn at a time that suits you.

Unlimited tutor support

You will be assigned a personal tutor who will be able to help you at every step of the way. Contactable via phone, email or video call.

Nationally-recognised Qualification

After completing the course, you will be awarded with a fully-accredited, nationally-recognised qualification to help you find work or access higher education.

What you’ll learn on the Level 2 Teaching Assistant Course

 

Find out about the learning outcomes for each unit of the Teaching Assistant Level 2 course.

TDA 2.1: Child and young person development

1. Know the main stages of child and young person development.

1.1. Describe the expected pattern of children and young people’s development from birth to 19 years, to include:

  • physical development
  • communication and intellectual development
  • social, emotional and behavioural development

1.2. Describe with examples how different aspects of development can affect one another.

2. Understand the kinds of influences that affect children and young people’s development.

2.1. Describe with examples the kinds of influences that affect children and young people’s development including:

  • background
  • health
  • environment

2.2. Describe with examples the importance of recognising and responding to concerns about children and young people’s development.

3. Understand the potential effects of transitions on children and young people’s development.

3.1. Identify the transitions experienced by most children and young people.

3.2. Identify transitions that only some children and young people may experience e.g. bereavement.

3.3. Describe with examples how transitions may affect children and young people’s behaviour and development.

TDA 2.2: Safeguarding the welfare of children and young people

1. Know about the legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety.

1.1. Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including esafety.

1.2. Describe the roles of different agencies involved in safeguarding the welfare of children and young people.

2. Know what to do when children or young people are ill or injured, including emergency procedures.

2.1. Identify the signs and symptoms of common childhood illnesses.

2.2. Describe the actions to take when children or young people are ill or injured.

2.3. Identify circumstances when children and young people might require urgent medical attention.

2.4. Describe the actions to take in response to emergency situations including:

  • fires
  • security incidents
  • missing children or young people

3. Know how to respond to evidence or concerns that a child or young person has been abused, harmed or bullied.

3.1. Identify the characteristics of different types of child abuse.

3.2. Describe the risks and possible consequences for children and young people using the internet, mobile phones and other technologies.

3.3. Describe actions to take in response to evidence or concerns that a child or young person has been abused, harmed (including self harm) or bullied, or maybe at risk of harm, abuse or bullying.

3.4. Describe the actions to take in response to concerns that a colleague may be:

  • failing to comply with safeguarding procedures
  • harming, abusing or bullying a child or young person

3.5. Describe the principles and boundaries of confidentiality and when to share information.

4. Know about current legislation, policies and procedures for confidentiality and sharing information, including data protection.

4.1. Identify relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information.

4.2. Describe the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this.

4.3. Identify the kinds of situations when confidentiality protocols must be breached.

TDA 2.4: Equality, diversity and inclusion in work with children and young people

1. Understand the importance of promoting equality and diversity in work with children and young people.

1.1. Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity.

1.2. Describe the importance of supporting the rights of all children and young people to participation and equality of access.

1.3. Describe the importance and benefits of valuing and promoting cultural diversity in work with children and young people.

2. Understand the impact of prejudice and discrimination on children and young people.

2.1. Describe ways in which children and young people can experience prejudice and
discrimination.

2.2. Describe the impact of prejudice and discrimination on children and young people.

2.3. Assess how their own attitudes, values and behaviour could impact on work with children and young people.

2.4. Describe the importance of promoting anti-discriminatory practice in work with children and young people.

2.5. Describe how to challenge discrimination.

3. Understand inclusion and inclusive practices in work with children and young people.

3.1. Describe what is meant by inclusion and inclusive practices.

3.2. Describe features of an inclusive setting for children and young people.

3.3. Describe how inclusion works in own sector of the children’s workforce.

TDA 2.6: Help improve own and team practice in schools

1. Be able to reflect on own practice.

1.1. Take note of children and young people’s responses to own practice.

1.2. Ask for constructive feedback on own practice from colleagues.

1.3. Take note of responses to own practice from others.

1.4. Evaluate all aspects of own practice.

2. Be able to improve own practice.

2.1. Identify possible development opportunities relevant to improving own practice.

2.2. Describe the importance of continuing professional development.

2.3. Work with an appropriate person to:

  • identify own strengths, and areas where practice could improve
  • plan ways in which practice could improve
  • identify goals and targets

2.4. Take part in continuing professional development that is relevant to own goals and targets.

2.5. Review own personal development.

2.6. Identify new areas of skill and knowledge to achieve new goals and targets.

3. Understand the work of the team.

3.1. Describe why team work is important in schools.

3.2. Describe the purpose and objectives of the team in which they work.

3.3. Describe own role and responsibilities and those of others in the team.

3.4. Describe the importance of respecting the skills and expertise of other practitioners.

4. Be able to support the work of the team.

4.1. Support the purpose and objectives of the team.

4.2. Carry out own role and responsibilities within the team

4.3. Communicate clearly with team members and others, making sure they have the information they need.

4.4. Interact with others in a way that supports good teamwork.

4.5. Identify and suggest ways in which the team could improve its work, challenging existing practice where necessary.

4.6. Respond to differences of opinion and conflict constructively.

4.7. Seek advice and support from relevant people when needed.

TDA 2.7: Maintain and support relationships with children and young people

1. Be able to communicate with children and young people.

1.1. Communicate with children and young people in a way that is appropriate to the individual, using both conventional language and body language.

1.2. Actively listen to children and young people and value what they say, experience and feel.

1.3. Check that children and young people understand what is communicated.

2. Be able to develop and maintain relationships with children and young people.

2.1. Demonstrate how to establish rapport and respectful, trusting relationships with children and young people

2.2. Give attention to individual children and young people in a way that is fair to them and the group as a whole.

2.3. Demonstrate supportive and realistic responses to children and young people’s questions, ideas, suggestions and concerns.

2.4. Provide children and young people with reasons for actions when appropriate.

2.5. Encourage children and young people to make choices for themselves.

3. Be able to support relationships between children and young people and others in the setting.

3.1. Support children and young people to communicate effectively with others.

3.2. Encourage children and young people to understand other people’s individuality, diversity and differences.

3.3. Help children and young people to understand and respect other people’s feelings and points of view.

3.4. Support children and young people to develop group agreements about the way they interact with others.

3.5. Demonstrate ways of encouraging and supporting children and young people to deal with conflict for themselves.

TDA 2.8: Support children and young people’s health and safety

1. Know the legislative and policy framework for health and safety.

1.1. Describe how current health and safety legislation, policies and procedures are implemented in the setting.

1.2. Describe how health and safety is monitored and maintained in the setting.

1.3. Describe how people in the setting are made aware of risks and hazards and encouraged to work safely.

1.4. Identify the lines of responsibility and reporting for health and safety in the setting.

2. Be able to recognise and manage risks to children and young people’s health, safety and security.

2.1. Demonstrate how to identify potential hazards to the health, safety and security of children and young people.

2.2. Demonstrate how to deal with hazards to minimise risks to the health, safety and security of children and young people.

2.3. Demonstrate ways of supporting children and young people to take responsibility for their own health, safety and security.

3. Be able to support children and young people to assess and manage risk.

3.1. Outline the importance of taking a balanced approach to risk management.

3.2. Demonstrate ways of supporting children and young people to assess and manage risk for themselves.

4. Be able to respond to emergency situations.

4.1. Recognise and respond to emergency situations.

4.2. Follow the setting’s procedures for dealing with emergency situations.

4.3. Give reassurance and comfort to those involved in the emergency.

4.4. Give other people providing assistance clear information about what has happened.

4.5. Follow the procedures of the setting for reporting and recording accidents and emergencies.

TDA 2.9: Support children and young people’s positive behaviour

1. Know the policies and procedures of the setting for promoting children and young people’s positive behaviour.

1.1. Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour.

1.2. Describe with examples the importance of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting.

2. Be able to support positive behaviour.

2.1. Describe the benefits of encouraging and rewarding positive behaviour.

2.2. Apply skills and techniques for supporting and encouraging children and young people’s positive behaviour.

2.3. Demonstrate realistic, consistent and supportive responses to children and young people’s behaviour.

2.4. Provide an effective role model for the standards of behaviour expected of children, young people and adults within the setting.

3. Be able to respond to inappropriate behaviour.

3.1. Select and apply agreed strategies for dealing with inappropriate behaviour.

3.2. Describe the sorts of behaviour problems that should be referred to others and to whom these should be referred.

TDA 2.10: Support learning activities

1. Be able to support the teacher in planning learning activities.

1.1. Describe how a learning support practitioner may contribute to the planning, delivery and review of learning activities.

1.2. Identify own strengths and weaknesses in relation to supporting learning activities and how these may impact on the support that can be provided.

1.3. Use own knowledge of the learners and curriculum to contribute to the teacher’s planning.

1.4. Identify and obtain the information required to support learning activities.

1.5. Identify and agree with the teacher the opportunities for using information and communication technology to support learning.

2. Be able to prepare for learning activities.

2.1. Select and prepare the resources required for planned learning activities.

2.2. Adapt resources as directed by the teacher to meet the needs of learners.

2.3. Ensure the learning environment meets relevant health, safety, security and access requirements.

3. Be able to support learning activities.

3.1. Use a range of learning support strategies to meet the needs of learners.

3.2. Apply skills and techniques to engage and motivate learners.

3.3. Demonstrate ways of supporting learners to develop:

  • literacy skills
  • numeracy skills
  • ICT skills

3.4. Describe the sorts of problems that might occur when supporting learning activities and how to deal with these.

4. Be able to observe and report on learner participation and progress.

4.1. Apply skills and techniques for monitoring learners’ responses to learning activities.

4.2. Assess how well learners are participating in activities and the progress they are making.

4.3. Record observations and assessments of learner participation and progress in the required format.

5. Be able to support the evaluation of learning activities.

5.1. Describe the importance of evaluating learning activities.

5.2. Provide constructive feedback on learning activities in discussion with the teacher.

5.3. Identify any difficulties encountered in supporting the learning activities.

5.4. Provide the teacher with feedback on learners’ participation and progress.

6. Be able to evaluate own practice in relation to supporting literacy,numeracy and ICT.

6.1. Identify ways in which own knowledge, understanding and skills in literacy, numeracy and ICT impact on practice.

6.2. Identify opportunities to improve own knowledge, understanding and skills in literacy, numeracy and ICT.

TDA 2.5: Schools as organisations

1. Know the different types of schools in the education sector.

1.1. Identify the main types of state and independent schools.

1.2. Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance.

2. Know how schools are organised in terms of roles and responsibilities.

2.1. Describe roles and responsibilities of:

  • school governors
  • senior management team
  • other statutory roles e.g. SENCO
  • teachers
  • support staff.

2.2. Describe the roles of external professionals who may work with a school e.g. educational psychologist.

3. Understand how schools uphold their aims and values.

3.1. Define the meaning of:

  • aims
  • values.

3.2. Describe with examples how schools may demonstrate and uphold their aims.

3.3. Describe with examples how schools may demonstrate and uphold their values.

4. Know about the laws and codes of practice that affect work in schools.

4.1. Identify the laws and codes of practice affecting work in schools.

4.2. Describe how laws and codes of practice promote pupil well being and achievement.

5. Know about the range and purpose of school policies and procedures.

5.1. Describe why schools have policies and procedures.

5.2. Identify the policies and procedures schools may have relating to:

  • staff
  • pupil welfare
  • teaching and learning.

6. Know about the wider context in which schools operate.

6.1. Identify the roles and responsibilities of national and local government for education policy and practice.

6.2. Describe the role of schools in national policies relating to children, young people and families.

6.3. Describe the roles of other organisations working with children and young people and how these may impact on the work of schools.