Lincoln College Open Day
26 April, 2017 – 4.30-8.00pm
For all course enquiries please call the Course Enquiry Line on 030 030 32435
The duration of the qualification will vary depending on the individual but employees should aim
This qualiï¬cation provides an in-depth understanding of the knowledge and skills required when working directly with children or young people in primary, secondary or special schools. It covers all aspects of Specialist Support.
This qualification will provide learners with a secure understanding of the knowledge and skills needed when working directly with children or young people in school environments.
It is suitable for teaching assistants, learning support assistants, cover supervisors, parent support advisors or those in similar roles at level 3 in the school environment. Total credits needed is 44. This will include 32 credits from mandatory units with 12 credits taken from optional units which relate to their role and responsibilities. There are set guidelines from CACHE regarding the rules of combination of optional units, which must be taken into consideration.
Communication & Professional Relationships with children, young people and adults
This unit provides the knowledge and understanding which underpins effective communication and professional relationships with children, young people and adults. Unit credit value - 2.
Schools as Organisations
This unit aims to prepare the learner for working in a school. It covers knowledge and understanding of the structure of education, how schools are organised, school ethos, mission, aims and values, legislative and policy frameworks and the wider context in which schools operate. Unit credit value - 3.
Support Learning Activities
This unit provides and knowledge, understanding and skills to support learning activities. It requires competence in supporting the planning, delivery, assessment and review cycle. Unit credit value - 4.
Promote Children and Young People’s Positive Behaviour
This unit provides the knowledge, understanding and skills required to promote children and young people’s positive behaviour. It requires demonstration of competence in promoting positive behaviour, managing inappropriate behaviour, dealing with challenging behaviour and contributing to the reviews of behaviour and behaviour policies. Unit credit value - 3.
Develop Professional Relationships with children, young people and adults
This unit covers the competence required to develop professional relationships with children, young people and adults. Unit credit value - 2.
Promote Equality, Diversity and Inclusion in work with children and young people
This unit provides the knowledge, understanding and skills needed to promote equality, diversity and inclusion in work with children and young people. It requires demonstration of competence in promoting equality and diversity and supporting inclusion. Unit credit value - 2.
Support Assessment for Learning
This unit provides the knowledge, understanding and skills to support assessment for learning. It requires demonstration of competence in using assessment strategies to promote learning, supporting learners to review their learning strategies and achievements, and working with the teacher to review assessment for learning processes and outcomes. Unit credit value - 4.
Understand Children and Young People’s Development
This unit provides knowledge and understanding of how children and young people from birth to 19 years develop, including underpinning theoretical perspectives. It also includes actions taken when differences in development are identified and the potential effects of transitions on children and young people’s development. Unit credit value - 4.
Understand how to Safeguard the Well Being of Children and Young People
This unit provides the knowledge and understanding required to support the safeguarding of children and young people. This unit contains material on e-safety. Unit credit value - 3.
Support Children and Young Peoples Health and Safety
This unit provides the knowledge, understanding and skills required to support children and young people’s health and safety. It requires a demonstration of competence in recognising hazards and undertaking risk assessments in the work setting. Unit credit value - 2.
Engage in Personal Development in Health, Social Care or Children and Young peoples settings.
This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit considers personal development and reflective practice, which are both fundamental to such roles. Unit credit value - 3.
There are no formal entry requirements. However, candidates must have good verbal communication skills, have the potential and opportunity to gain evidence for the qualification in the work place and be supporting pupils in the foundation stage or KS1-4 for a minimum of 15 hours a week. Typically, suitable candidates will be responsible for a small group of children or individuals, be involved in planning, preparation and delivery of learning activities and be able to promote and review childrens learning and behaviour. Ideally, they will have a minimum of one years experience within a teaching support role. This programme is run as an Apprenticeship for those aged 16-18 years or part time for those aged 19+.
The units cover child and young person development, safeguarding their welfare, the importance of equality, diversity, and inclusion, and supporting positive behaviour.
They also cover:
The candidate is expected to build a portfolio of evidence which demonstrates knowledge, performance and understanding of their job role. A variety of assessment methods are used which can include direct observation, asking questions, examination of work products, witness statements, accreditation of prior learning and experience, reflective accounts and simulation or professional discussion.
Fees for the 2013/14 academic year are currently under review. Figures given below are indicative only and subject to change. Fees will be posted here as soon as they become available.