Supporting Teaching & Learning in Schools Level 3 Award (RQF)

Supporting Teaching & Learning in Schools Level 3


This TQUK accredited “Award in Supporting Teaching and Learning in Schools” level 3 course is suitable for all support staff roles in schools. The course aims to enable learners to understand the roles and responsibilities of those involved in supporting teaching and learning in schools. It prepares students to support the Teacher and the delivery of curriculum within a school, as well as developing skills to help children and young people to develop self-esteem, independence and to acquire the skills of learning. Fully recognised & accepted by OFSTED.

The course also helps to further develop professional and technical skills and knowledge, and aims to deliver an understanding of the importance of positive relationships within a school.

It will develop your knowledge and understanding of all the critical areas you need in a school setting, including safeguarding of children, communication skills, and understanding the school context and environment.

Tutorial support by telephone is available on this course.

Qualification: Level 3 Award in Supporting Teaching & Learning in Schools
Accredited: Yes
RQF Recognised: Yes at level 3
Awarding Body: TQUK - Training Qualifications UK
Start Date: Anytime - We enrol 365 days a year
Duration: Flexible - Approx 80 Hours - 12 Months Max Support
Credit Value: 12

View course spec here

No work placement is required to complete this course. If you have access to a placement you may want to consider our Certificate or Diploma courses instead.
 


Supporting Teaching & Learning in Schools Level 3 Award (RQF)


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Course Fee: Starting at: £299.00

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One of the biggest concerns for any potential student is the financial commitment involved. UK Open College recognise this and have implemented a pay as you study plan to assist students in spreading any fees involved with their course over a manageable period of time. Students are able to pay a deposit upon enrolment followed by a monthly repayment over a set period of time.

We would encourage students to view any related fees as an investment in their future. The majority of investments will provide a rewarding return over a set period of time. Once qualified and in employment students can expect a fantastic return on their investment year after year.

We offer all UK Based students guaranteed acceptance onto this scheme* upon completion of a signed student agreement. Shortly after paying your deposit our accounts department will contact you direct via telephone to gather the required information to complete the agreement. Once received we will forward a digital document via email for your signature. 

*Contact details, employment details and valid UK bank details with the ability to set up direct debit are required for all students applying for our pay as you study plan. If students are unable to provide this information any application may be declined. 

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Unit 1: Understand the principles of developing positive relationships with children, young people and adults

Unit 1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults
Unit 1.2 Explain the principles of relationship building with children, young people and adults
Unit 1.3 Explain how different social, professional and cultural contexts may affect relationships and the way people communicate.

Unit 2: Understand how to communicate with children, young people and adults.

Unit 2.1 Explain the skills needed to communicate with children and young people
Unit 2.2 Explain how to adapt communication with children and young people for: the age of the child or young person, the context of the communication, communication differences
Unit 2.3 Explain the main differences between communicating with adults and communicating with children and young people
Unit 2.4 Explain how to adapt communication to meet different communication needs of adults
Unit 2.5 Explain how to manage disagreements with children, young people and adults.

Unit 3: Understand legislation, policies and procedures for confidentiality and sharing information, including data 
protection


Unit 3.1 Summarise the main points of legislation and procedures covering confidentiality, data protection and the disclosure of information.
Unit 3.2 Explain the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of  this.
Unit 3.3 Justify the kinds of situation when confidentiality protocols must be breached

Unit 1: Know the structure of education from early years to post-compulsory education

Unit 1.1 Summarise entitlement and provision for early years education
Unit 1.2 Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance.
Unit 1.3 Explain the post-16 options for young people and adults

Unit 2: Understand how schools are organised in terms of roles and responsibilities

Unit 2.1 Explain the strategic purpose of school governors, senior management team, other statutory roles e.g SENCO, teachers & support staff roles
Unit 2.2 Explain the roles of external professionals who may work with a school e.g. educational psychologist

Unit 3: Understand school ethos, mission, aims and values

Unit 3.1 Explain how the ethos, mission, aims and values of a school may be reflected in working practices
Unit 3.2 Evaluate methods of communicating a school’s ethos, mission, aims and values.

Unit 4: Know about the legislation affecting schools. 

Unit 4.1 Summarise the laws and codes of practice affecting work in schools.
Unit 4.2 Explain how legislation affects how schools work.
Unit 4.3 Explain the roles of regulatory bodies relevant to the education sector which exist to monitor and enforce the 
legislative framework, including: general bodies such as the health and safety executive, school specific regulatory bodies.

Unit 5: Understand the purpose of school policies and procedures.

Unit 5.1 Explain why schools have policies and procedures.
Unit 5.2 Summarise the policies and procedures schools may have relating to:staff, pupil welfare, teaching & learning, equality, diversion & inclusion, parental engaement. 
Unit 5.3 Evaluate how school policies and procedures may be developed and communicated

Unit 6: Understand the wider context in which schools operate. 

Unit 6.1 Summarise the roles and responsibilities of national and local government for education policy and practice.
Unit 6.2 Explain the role of schools in national policies relating to children, young people and families.
Unit 6.3 Explain the roles of other organisations working with 
children and young people and how these may impact on the work of schools.

Unit 1: Understand the expected pattern of development for children and young people from birth - 19 years.

Unit 1.1 Explain the sequence and rate of each aspect of development from birth – 19 years
Unit 1.2 Explain the difference between sequence of development and rate of development and why the difference is important.

Unit 2: Understand the factors that influence children and young people’s development and how these affect practice

Unit 2.1 Explain how children and young people’s development is influenced by a range of personal factors.
Unit 2.2 Explain how children and young people’s development is influenced by a range of external factors.
Unit 2.3 Explain how theories of development and frameworks to support development influence current practice

Unit 3: Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern

Unit 3.1 Explain how to monitor children and young people’s development using different methods.
Unit 3.2 Explain the reasons why children and young people’s development may not follow the expected pattern.
Unit 3.3 Explain how disability may affect development.
Unit 3.4 Explain how different types of interventions can promote positive outcomes for children and young people where 
development is not following the expected pattern.

Unit 4: Understand the importance of early intervention to support the speech, language and communication needs of children and young people

Unit 4.1 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition.
Unit 4.2 Explain how multi-agency teams work together to support speech, language and communication.
Unit 4.3  Explain how play and activities are used to support the development of speech, language and communication.

Unit 5: Understand the potential effects of transitions on children and young people’s development

Unit 5.1 Explain how different types of transitions can affect children and young people’s development. 
Unit 5.2 Evaluate the effect on children and young people of having positive relationships during periods of transition.

Unit 1: Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people.

Unit 1.1 Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the  safeguarding of children and young people.
Unit 1.2 Explain child protection within the wider concept of safeguarding children and young people
Unit 1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people
Unit 1.4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice.
Unit 1.5 Explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing.

Unit 2: Understand the importance of working in partnership with other organisations to safeguard children and young people.

Unit 2.1 Explain the importance of safeguarding children and young people.
Unit 2.1 Explain the importance of a child or young person-centred approach.
Unit 2.3 Explain what is meant by partnership working in the context of safeguarding. 
Unit 2.4 Describe the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed.

Unit 3: Understand the importance of ensuring children and young people’s safety and protection in the work setting. 

Unit 3.1 Explain why it is important to ensure children and young people are protected from harm within the work setting.
Unit 3.2 Explain policies and procedures that are in place to protect children and young people and adults who work with them
Unit 3.3 Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistleblowers and those whose practice or behaviour is being questioned are protected.
Unit 3.4 Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits. 

Unit 4: Understand how to respond to evidence or concerns that a child or young person has been abused or harmed. 

Unit 4.1 Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of 
safeguarding. 
Unit 4.2 Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting.
Unit 4.3 Explain the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged. 

Unit 5: Understand how to respond to evidence or concerns that a child or young person has been bullied. 

Unit 5.1 Explain different types of bullying and the potential effects on children and young people. 
Unit 5.2 Outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place
Unit 5.3 Explain how to support a child or young person and/or their family when bullying is suspected or alleged.

Unit 6: Understand how to work with children and young people to support their safety and wellbeing. 

Unit 6.1 Explain how to support children and young people’s self-confidence and self-esteem
Unit 6.2 Analyse the importance of supporting resilience in children and young people.
Unit 6.3 Explain why it is important to work with the child or young person to ensure they have strategies to protect 
themselves and make decisions about safety. 
Unit 6.4 Explain ways of empowering children and young people to make positive and informed choices that support their well-being and safety

Unit 7: Understand the importance of e-safety for children and young people. 

Unit 7.1 Explain the risks and possible consequences for children and young people of being online and of using a mobile phone
Unit 7.2 Describe ways of reducing risk to children and young people from: Social networking, internet use, buying online, using a mobile phone.


Students looking to enrol onto this course should meet the following criteria:

Be aged 16 Years or above
Possess a solid knowledge of the english language
Have access to a PC and the internet for the duration of the whole course
Basic computer skills: e.g Word processing, emailing, uploading documents etc
Have a genuine desire to succeed

Students do not require a placement or any previous knowledge of the learning support role to complete this course. 


TQUK Level 3 Award in Supporting Teaching & Learning in Schools

Qualification ref:  601/2728/4

Credit value: 12
Awarding body: TQUK - Training Qualifications UK

This course provides successful students with a qualification from TQUK, listed on the RQF (qualifications and credit framework) database. TQUK is recognised as an awarding organisation by the qualification regulators for England, Wales and Northern Ireland, who are: the office of the qualifications and examinations regulator (Ofqual) in England, the Welsh Government and the council for curriculum, examinations and assessment (CCA) in Northern Ireland. 

Receipt of Certification: Certification is awarded by TQUK and can take up to 12 weeks to be received afer completion of your studies. All certification will be delivered to students direct at their home address. UK Open College have no control over delivery of certification awarded by the external awarding bodies. Any outstanding fees are payable before certification is issued. 


Course duration will vary dependant on student commitment, effort and ability. Overall guided learning hours are approx 80. This should be used as a guideline only and completion times will vary hugely. 

We would encourage students to serioulsy consider how they plan to complete their chosen course prior to enrolment. Students should think about how they are going to study, where they are going to study and how often. Be realistic!

Speak to family members and help them to understand what you are trying to acheive, explain you may require peace and space to study at certain times. The more you involve them the more likey you are to get them on your side.

Students are reminded that the time in which they complete is purely down to them as an individual. Completion can be as quickly or as slowly as you wish within the 12 month tuition period. If you require additional time an extension may be available. Extensions are arranged at an additional cost as and when needed.


This course is supplied in paper format and will be delivered direct to your chosen address. Students are able to complete their course assignments using a word processing programme and email them direct to the tutor. Once received tutors will reply to you direct. We do not accept course assignments via post.

Students can normally expect to receive delivery of their course materials via courier within 3 working days of enrolment being received. However we would ask you to allow 7 working days

 

All students on this course will be registered to a personal tutor for 12 months who is contactable via email and telephone. We also have a team of dedicated advisors to help and advise with any course related queries. The tutors role is to help and support students for the entire duration of their studies. Please remember our tutors are here to help. Never be embarrassed to ask for help.

This course is completed using continual assessment and portfolio building, allowing your tutor to closely monitor your progress every step of the way. Therefore no examination is required. Students will be required to submit a series of assignments and create a portfolio throughout their course direct to their assigned tutor. Tutor details will be contained within your study pack. 

Students should understand that part of any study programme requires an element of research on their part. As technology moves forward at a rapid pace a visit to the local library is no longer the chosen method of accessing information. Students are also expected to use the internet for research purposes and can expect to be referred to various blogs and websites such as You Tube and Google amongst other specific websites relating to their chosen subject. Tutors will not give you the answers to complete your assignments.

Students can expect to receive feedback on submitted assignments within 7 days. However we expect delays on this timescale  during holiday periods e.g Summer holidays July/August, bank holidays and xmas. We appreciate your patience during these periods.

In order to help students with the terms and conditions of their enrolment we have tried to keep things simple and easy to understand. No jargon or small print. Our full terms and conditions can be viewed here.

In our experience the main and most important part of these terms for our students is the cancellation & returns policy. So let’s explain these clearly to avoid any misunderstanding.

Firstly, we would request that students check the course syllabus and content immediately upon receipt. This is vitally important. Please ensure that any qualification awarded at the end of your course meets your needs. If in doubt call us on 0121 288 0181 to check before you enrol.

If for any reason you wish to cancel and return your course to us for a refund you are welcome to do so as long as you notify us within 14 days of receipt at the delivery address. Please email accounts@ukopencollege.co.uk stating your name, address, invoice number requesting to cancel. We will then respond to you with further instruction. If you have received a hard copy of your course you will be required to return this at your own cost via courier/recorded delivery before a full refund will be issued. If you have paid a deposit and signed a student agreement, you will be charged a £30 cancellation fee. This will be deducted from any deposit paid in addition to any postage charges incurred by us.

All returns must remain unused and in resalable condition. This complies with distance selling regulations. All students are welcome to return their course to us for any reason as long as we have been notified within the 14 days as above. Unfortunately, if notification to cancel is received outside of this period your request for a refund will be declined. This does not affect your statutory rights

Please call our accounts team direct on 0121 288 0181 if you have any questions regarding our cancellation and returns policy. It will only cost you a phone call

Reviews For Supporting Teaching & Learning in Schools Level 3 Award (RQF)


Date Added: 12/05/2014 by Emma Riley
5 Out Of 5 Stars
Brilliant from start to finish. I would certainly use UK Open College for further studies and would ...
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Date Added: 13/07/2014 by Kylie Peters
5 Out Of 5 Stars
I found both the course and the support staff of UK Open College of the highest standard. I was able...
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Date Added: 26/03/2016 by Patricia Tonks
5 Out Of 5 Stars
Enrolled a few days ago and received my pack today. The course materials look great and really easy ...
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Date Added: 15/05/2014 by Susan Monday
4 Out Of 5 Stars
Enrolled on Tuesday evening and I am now logged in and up and running. Just want to get stuck in now...
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Date Added: 29/05/2014 by Nita Batt
4 Out Of 5 Stars
Nice and friendly service. Thank you guys from Mrs Batt
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Date Added: 15/06/2014 by Valerie Pritchard
4 Out Of 5 Stars
Hello Guys! Just wanted to say a quick thank you, My 1st ever course using the distance learning met...
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