Teaching Assistant course

Module 1: Supporting Staff in Schools

Section 1: The Education Environment

1.1 What does a fantastic classroom look like?
1.2 Now that you understand the basics
1.3 How can you action the above?
2.1 Organising learning materials
2.2 Ensure materials, resources
2.3 Equipment & resources
2.5 Safe use of materials
3.0 The impact of the learning environment
3.1 Visual aids
3.2 IT and its ability to improve children’s learning
3.3 Curriculum specific equipment and resources
4.1 The Health & Safety at Work Act 1974 – UK
4.2 School safety equipment
5.0 School work displays
5.1 Creating an effective display
5.2 Framing and hanging the work
5.3 Video: A day in the life of a Primary School
5.4 Video: The diverse role of the TA<

Section 2: Pupil Behaviour

1.1 Pupil Behaviour
1.2 Strategies to improve behaviour
1.3 The plan
2.0 The TA’s role in managing student Behaviour
2.2 Example school behaviour policy
3.1 Incident response
3.2 Bullying
3.3 Responding to bullies
3.4 Accidents
3.5 Arguments
3.6 Violence
3.7 Abuse
4.1 Responding to inappropriate behaviour
4.2 Establishing the facts
4.3 Disclosure procedures
4.4 Video: Anger management
4.5 Video: Anti-bullying

Section 3: Observation and recording

1.1 The purpose of observation
1.2 Planning the observation
1.3 Potential problems
2.1 Recording observations
2.2 Examples
3.1 Providing feedback
3.2 Confidentiality

Section 4: Module 1 Progress Quiz

Module 2: Providing Student Support

Section 1: Emotional and Social Development

1.0 Emotional and social development
1.1 The five abilities of social and emotional learning
2.0 The stages of social & emotional development
2.1 Stages of development
3.1 Influences on child development
3.3 Effects of emotional distress
3.4 Causes of emotional distress in pupils
3.5 Ensuring children feel supported
3.6 Encourage responsibility
3.7 Self-expression
3.8 Methods for students to recognise & express emotions
4.0 The curriculum
4.1 Whole class discussions
4.2 How to structure the above sessions
5.0 Handling sensitive
6.0 Confidentiality

Section 2: Care and Support

1.1 Provide individual support and care for pupils
1.2 Develop high quality relationships
1.3 Provide comfort, care and encouragement
1.4 Encourage co-operation with groups
2.0 Immediate care for accidents and aliments
2.1 Bleeding
3.0 Policies for student care
3.1 Recording an accident
3.2 The signs & symptoms
3.3 Video: Building Relationships within the Classroom

Section 3: Health, Hygiene, and Child Protection

1.1 Health education
1.2 Good hygiene
1.3 The health Hygiene
1.4 The TA’s responsibilities
2.1 Health and Safety Policies
2.2 Training
3.1 Health education
3.2 Signs of possible abuse
3.3 Emotional abuse
3.5 Neglect
4.1 Responding to disclosure

Section 4: Module 2 Progress Quiz

Module 3: Supporting the curriculum

Section One: The Curriculum

1.1 The curriculum
2.1 The structure of The National Curriculum England
2.2 The national curriculum in Wales
2.3 The Northern Ireland curriculum
3.0 Example from the National Curriculum
3.1 Key Stage
3.2 Enrolment
4.1 The Primary National Strategy
4.3 The key stage 3 national strategy
4.5 The Catch-Up Programme
5.0 Up to date information in curriculum development
5.1 Glossary and terms used in the National Curriculum

Section Two: Planning & Evaluating Learning Activities

1.1 Variables that may affect teaching
1.2 Supporting the teacher in planning
1.3 Research and prepare the plans for learning
2.0 The way pupils learn
2.1 The characteristics of the pupil
2.2 Characteristics of effective learning activities
2.4 How can you create the plan?
2.5 Short term planning
3.1 Feedback after lessons
3.2 The importance of providing students of Feedback
3.3 How giving feedback affects teaching
3.5 Contributing to teachers’ and pupils’ records
3.7 Contributing to the records
3.8 Video: Learning Styles
3.9 Video: Teachers Demonstrate Effective feedback

Section Three: Assisting During Learning Activities

1.0 Assisting During Learning Activities
1.1 An example of how a teaching assistant
2.0 The appropriate use of learning materials
3.0 Encourage and support students
3.1 Motivation
3.2 Keeping students focused on the task
3.3 The importance of independent learning
3.4 How to encourage and support independent
4.1 The importance of individual targets
5.0 Learning Objectives
6.0 Monitor student responses to learning activities
7.0 Recognise difficulties when supporting learning
8.0 Seek assistance from the teacher if necessary

Section Four: Module 3: Progress Quiz

Module 4: Supporting the School

Section One: Legal Requirements

1.1 The role of the teaching assistant
2.0 Values and principles
3.0 Expectations of the role
3.1 Teaching assistant – general level 1
4.1 Framework for a job description
4.2 Self-appraisal & performance review meetings
4.3 Guide for self-review and self-evaluation
5.0 Personal and professional 
6.0 Setting personal and professional objectives
7.0 Identifying and effectively using the development

Section Two: Legal Requirements

2.1 Legal responsibilities for the duty of care
2.2 Working within local authority guidelines
2.3 2.2 Local Authority guidelines and procedures
2.3 Designated Teacher
2.4 The Governing Body
3.0 National and local organizations and agencies
4.1 Legal requirements
4.2 Health and Safety Officer
4.3 Relevant school legislation
4.4 The employer’s duty of care in practice
4.5 Management of Health and Safety at Work Regulations
4.7 Risk assessment
5.1 Legal requirements relating to equal opportunities
5.2 Promote equal opportunities and diversity
5.3 Legal requirements relating to equal opportunities
6.1 Legal responsibilities
6.3 Institutional level
6.5 Assessment, progression and qualifications

Section Three: School Organisation Policies & Procedures

1.0 School organisation policies and procedures
1.1 Additional information
2.0 The school governing body, their collective
2.1 Who are school governors?
2.3 What are the requirements for being appointed?
2.5 The types of governor
2.6 Delegation of functions of the governing body
3.0 The school’s staff structure
4.0 Staff guidance policies and procedures
5.0 General school policies and procedures
6.0 The school development plan: what is it and how is it important to a TA?

Section Four: Module 4 Progress Quiz

Module 5: Supporting Learning Skills Using ICT

Section One: Preparation and Maintenance of ICT

1.0 Preparation and Maintenance of ICT equipment
2.0 The availability and working condition of ICT
3.1 Setting up ICT equipment
3.2 Factors the TA should consider when setting up ICT equipment
4.0 Reporting faults with the ICT equipment
4.3 Reporting faults and problems
5.0 Accessories, consumables, and software

Section Two: Supporting the Use of ICT

1.0 Supporting the use of ICT
2.0 Provide support for students in the safe use of ICT
3.0 Identify legislation covering the use of ICT
4.0 Encourage independence in the development of ICT
4.2 Encouraging independent learning
4.4 Support strategies for encouraging independent
4.6 The role of the teaching assistant
5.0 Regularly check ICT equipment
5.4 The Frequency of Combined Inspection and Testing
5.5 Roles and responsibilities of the ICT Technician
5.6 Supporting and checking ICT equipment
6.0 Safety instructions relating to ICT equipment
6.2 Routines and procedures relating to use of ICT
7.0 Correct use of all consumables
8.0 Correctly using software and accessories
8.2 Subject support
9.0 Store all ICT equipment & peripherals safely
9.2 Securing hardware
9.4 Laptop and tablet computers

Module 6: Supporting Students with Special Education Needs

Section One: Inclusion and Special Education Needs

1.1 Factors that influence learning
1.2 Disabled students and barriers to learning
2.0 Equal rights and educational inclusion
2.2 Principles of an inclusive education service
3.0 The importance of attitudes
4.0 Encouraging independent learning
4.5 The learning environment
5.0 Current thinking relating to special educational needs
5.2 DfES Action Programme for SEN
6.0 Creating the statement
6.3 A Statement of  Special Educational Needs (SEN)
6.4 The SEN code of practice
7.0 The LEA and school SEN policies
7.4 School SEN Policy
Video: Supporting Independent Learning

Section Two: Supporting learners

1.0 Supporting learners
2.0 Resources for learners with special education needs
3.0 Individual education plans
3.2 A teaching assistant’s role in supporting the aims of the IEP
3.3 A learner with SEN
3.4 A Case study should include
4.2 Ensuring notes are confidential
4.5 Paperwork
Video: Special Education Needs

Section Three: Module 6 Progress Quiz

Module 7: Supporting Development in Literacy

Section 1: Factors Affecting Literacy Development

1.0 Factors affecting literacy
1.2 Cognition and learning
2.0 Strategies to support literacy development
3.0 How reading skills develop
4.1 Reading skills
4.2 Sight words
5.0 Text types and genres
6.0 How can you teach reading skills?
6.2 Phonics: A “part-whole” method of teaching children to read
6.3 Whole Language: A “whole-part” method of teaching
6.6 Fluency instruction
7.0 School procedures relating to the development of learners’ reading skills
7.3 Resources
8.0 The national reading tests
8.3 Key features
8.4 Reading assignment focus
9.0 Learning objectives in the realm of reading Video: A strategic approach to literacy Video: What is Active Reading?
Video: Phonics Song

Section Two: Developing Writing Skills

1.0 Writing for different purposes
1.3 Expository Writing
1.5 Persuasive Writing
2.0 Writing skills development, broken down into stages
3.0 Correct letter formation and handwriting indicators
3.4 Practicing correct letter formation
4.0 Different spelling strategies
4.3 Strategy 3: Finding spelling patterns
5.0 Writing and its place in school policy
6.0 How to access and use writing and spelling
7.0 National writing test
Video: Game for Writing Skills

Section Three: Module 7 Progress Quiz

Module 8: Supporting Number Skills

Section One: Offering Support in Developing Numeracy Skills

1.0 The school procedure for maths
1.3 Assessment
2.0 The National Mathematics Test
3.0 Appropriate language and terminology
4.0 Developing numeracy skills
5.0 The factors that may affect number skills
5.4 Classroom factors
6.1 Strategies to support number skills
6.2 Number skills development
7.0 Mental arithmetic and its importance
7.2 Oral and mental work in every mathematics
8.0 How calculators can help
8.2 Use of calculators in Primary school
8.3 The technical knowledge and skills needed
9.0 The learning objectives for numerical learning
9.2 Strands of objectives
9.3 Attainment target for number
Video: National Curriculum in England: mathematics programmes of study Video: Tackling the new primary maths curriculum

Section Two: Supporting the Development of Problem Solving and Data Handling Skills

1.0 The stages of problem solving and data handling skills development
2.0 Assisting learners in developing problem-solving and data handling skills
2.3 Problem solving process
3.0 A variety of strategies and methods
4.0 Solving a mathematical problem
5.0 Strategies used in the problem-solving
5.2 What do good problem solvers do?
6.0 Various strategies and methods used
6.2 Organising/displaying data
7.0 Terminology and vocabulary

Section Three: Supporting the Understanding of Measures, Shape and Space

1.0 The stages of skills development relating to the understanding of measures, shape and space
2.0 How to assist learners in developing an understanding of measures, shape and space
2.2 Developing an understanding of shape and space
2.3 The teaching assistant can help to develop skills in measurements, shape and space
3.0 Using and developing strategies and methods for an understanding of measures, shape and space
3.3 Space and shape
3.4 Communicating
3.6 Appropriate resources
4.0 Terminology for understanding of measures, shape and space: Understanding and using it correctly
5.0 The type of appropriate equipment and resources available

Section Four: Module 8: Progress Quiz

Module 9: Providing Teacher Support

Section One: Working in Teams

1.1 Different teams in a school and their responsibilities
1.2 The Learning Support Team
1.3 Senior Management Team
1.4 Change Teams
1.6 Intervention team
2.0 The roles within each team
2.3 Group roles
3.0 Procedures for discussion and decision-making during team meetings
3.3 Keeping the discussion under control
3.5 The steps in group decision-making
3.6 Making a record of decisions
4.0 Contributing to discussions and making decisions in team meetings
4.4 Being assertive
5.0 Respecting and valuing the contributions of other team members
5.4 Support and encourage other team members

Section Two: Work Relations

1.1 How can the teaching assistant support colleagues?
1.2 Personal development
2.0 The foundations for effectively communicating
2.3 Working and communicating with senior managers
3.0 School procedures for handling problems with colleagues
3.3 Discipline, capability and grievance procedures
3.5 Formal procedure
4.0 School policy and confidentiality
4.2 Ensuring notes are completely confidential
4.5 Paperwork
5.0 The school, LEA, and national policies relating to equality of opportunity
5.2 Staff members

Section Three: Working with Professionals and Parents

1.0 The roles and responsibilities of professionals
2.0 How can positive relationships be promoted and fostered
3.0 Contributing to activities effectively with other professionals
3.2 Good communications
4.0 How to promote and foster positive relationships with student’s parents
5.0 How to involve the parents
6.0 The information that may be shared with parents
6.2 Using Data
7.0 A school’s procedures in relation to other professionals and parents
7.3 General school principles
8.0 Procedures relating to other professionals
9.0 Additional Resources

Section Four: Module 9 Progress Quiz End of Course