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For International enquiries outside the EU, please call +44 (0)1522 876000 or email .(JavaScript must be enabled to view this email address)

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CACHE Diploma in Specialist Supporting for Teaching and Learning in Schools

Level 3

Key Facts

Level:Level 3

Full-time/part-time:Part Time

Duration:

The duration of the qualification will vary depending on the individual but employees should aim

Location:

Course Code:DP3SSTLTTG

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This qualification 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.
 

Content

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

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.

Optional Units:

  • Plan and deliver learning activities under the direction of a teacher
  • Support literacy development
  • Support numeracy development
  • Support teaching and learning in a curriculum area
  • Support delivery of the 14-19 curriculum
  • Provide literacy and numeracy support
  • Support gifted and talented learners
  • Support childrens speech, language and communication
  • Support bi-lingual learners
  • Provide bi-lingual support for teaching and learning
  • Support disabled children and young people with and those with special educational needs
  • Support children and young people with behaviour, emotional and social development needs
  • Support learners with cognition and learning needs
  • Support learners with communication and interaction needs
  • Support learners with sensory and/or physical needs
  • Support individuals to meet pastoral care needs
  • Support children and young people during transitions in their lives
  • Develop interviewing skills for work with children and young people
  • Facilitate the learning and development of children through mentoring
  • Improving the attendance of children and young people in statutory education
  • Promote the well being and resilience of children and young people
  • Provide information and advice to young people
  • Support children and young people to achieve their education potential
  • Support children and young people to make positive changes in their lives
  • Support young people in relation to sexual health and risk of pregnancy
  • Support young people to develop, implement and review of plan of action
  • Support young people who are socially excluded or excluded from school
  • Assist in the administration of medication
  • Invigilate tests and examinations
  • Lead an extra-curricular activity
  • Maintain learner records
  • Monitor and maintain curriculum resources
  • Organise travel for children and young people
  • Supervise children and young people on journeys, visits and activities outside of the setting
  • Work with parents to engage them in their childs learning
  • Work with other practitioners to support children and young people
  • Plan, allocate and monitor work of a team
  • Provide leadership and direction for own area of responsibility          
  • Set objectives and provide support for team members
  • Support learning and development within own area of responsibility
  • Team working                                                                                         

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:

  • Communication and professional relationships with children, young people and adults
  • Schools as organisations including types of schools, policies and procedures and the wider environment in which they operate
  • Planning, delivering, and reviewing assessment strategies to promote and support learning alongside the teacher
  • Personal development and reflective practice.

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.

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