Overview
The demand for skilled HLTAs is rising, with many educational institutions seeking qualified professionals to improve student outcomes. Our HLTA Training (Ofqual Regulated) addresses this global requirement, blending theory and application to produce competent professionals ready to enhance the educational landscape.
This course also dives deep into special educational needs, legislation promoting equality, and ways to manage challenging behaviours. Enrol now and embark on a transformative journey with the HLTA Training (Ofqual Regulated) course.
Advantages you’ll receive:
- CPD certificate
- 24/7 Learning Assistance
- Updated learning materials
- Compliance with standards
- Recognised qualification
- Exceptional customer service
Qualification
Level 4 Certificate for Higher Level Teaching Assistants (RQF)
Description
The HLTA Training (Ofqual Regulated) promises a comprehensive understanding of the education sector tailored to the needs of modern-day Higher Level Teaching Assistants. The curriculum includes:
- Induction and registration procedures
- Deep dive into the role and purpose of HLTAs
- Importance of CPD and collaborative working
- Thorough understanding of child development stages, factors, and theories
- Insights on special educational needs, legislation, and promoting equality
- How to deal with bullying, harassment or oppressive behaviour.
- Strategies for positive behaviour management, communication, and teaching
- Techniques for resource management, ICT support, and learner assessment
- Evaluating how one’s knowledge and skills impact the practice of individuals and groups.
Qualification Purpose
This HLTA Training (Ofqual Regulated) course offers an in-depth understanding of the role and responsibilities of a Higher Level Teaching Assistant. It aims to empower learners with the skills, knowledge, and competencies needed to excel in a challenging educational environment while adhering to global standards.
Who is this course for
This HLTA Training (Ofqual Regulated) is ideal for educators, teaching assistants, and individuals aiming to enhance their skills in the teaching field, especially those keen on specialising as Higher Level Teaching Assistants.
Entry Requirements
- It is recommended that learners have a minimum of level two in literacy and numeracy or equivalent and be working/volunteering in a school as a teaching assistant.
- The qualification is suitable for learners 16 years of age and above.
Progression
Learners wishing to progress from this qualification can undertake further advanced courses and specialisations in the educational field. Successful learners may want to progress to teaching qualifications such as:
- Level 5 Diploma in Education and Training
- Higher Level Teaching Assistant – HLTA Level 5 Qualification
Total Qualification Time
This is an estimate of the total time it is expected that a learner will typically take to achieve and demonstrate the level of attainment necessary for the qualification, i.e. to achieve all learning outcomes. Total Qualification Time comprises GLH and an estimate of the number of hours a learner is likely to spend in preparation, study or any other learning, including assessment, which takes place as directed by, but not under the supervision of a lecturer, supervisor or tutor. TQT determines the credit value, where given, for qualification, as one credit corresponds to 10 hours of learning.
The total Qualification Time for this qualification is 360 Hours. Total Credit value 36
Guided Learning Hours
These hours comprise all real-time contact time, guidance or assessment of a learner by a lecturer, trainer or other appropriate education or training provider.
GLH or Guided Learning Hours for this qualification is 87.
Method of Assessment
- Assessment activities consist of a few short assignments that you have to complete to show evidence of general reading while adding references to your work.
- All assignments should be submitted via the online portal.
- All learning outcomes must be met to achieve a Pass – there is no grading.
Career Path
On completion of the HLTA Training (Ofqual Regulated), learners can pursue the following professions with the associated UK average salaries:
- Higher Level Teaching Assistant – £21,000
- Special Educational Needs Coordinator – £26,500
- Educational Consultant – £35,000
- Learning Mentor – £20,500
- Child Development Specialist – £28,000
- Learning Support Assistant – £18,000
- Inclusion Manager – £30,000
Course Curriculum
- 40 sections
- 74 lectures
- EXPIRED total length
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Getting Started With the Course
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Induction Form
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Registration Entry Form
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Focus Awards Level 4 Certificate for Higher Level Teaching Assistants (quals)
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Assignment Preparation Guideline
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Beginners Guide to Referencing
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Guideline for the Observation Session
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1. Purpose of a Higher Level Teaching Assistant
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2. Role of a Higher Level Teaching Assistant
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1. Purpose of CPD and How it Affects Practice
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2. Use of Advice and Feedback to Improve Performance
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1. Importance of Team Work and Identifying Different Team Roles
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2. Workplace Collaboration
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3. Managing and Developing the Effective Practice of Appropriate Team Members
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HLTA Unit 07
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1. Stages of Physical, Social and Intellectual Development
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1.External and Personal Factors that Affect Child Development
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2.Theories to Support Development
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3. Types of Changes That Affect a Child’s Development or Wellbeing
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4. Referral Assessment of Special Educational Needs
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1. Parents and Carers Contributions for the Development and Well-being of Children and Young People
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1. Frameworks That Support Development and Well-being of Children
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1. Legal Entitlement of Children and Young People with Special Educational Needs
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1. Legislation and Codes of Practice to Promote Equality and Diversity
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2. Experience and Impact of Prejudice and Discrimination and Applying Principles of Equality, Diversity and Inclusion
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1. Types of Special Educational Needs and Ways of Supporting Children and Young People with Learning Difficulties
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1. Effects of a Disability on Children and Young People
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2. Nature of Sensory or Physical Needs and Roles and Responsibilities of Others and Assistive Technology
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1. Language and Vocabulary Appropriate to the Age of the Learner, Level of Understanding and Proficiency
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2. Ways of Introducing Words and Language Structures
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1. Policies and Procedures to Promote Positive Behaviour
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2. Importance of Consistency and Fairness When Applying Boundaries and Rules for Behaviour
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1. Promoting Positive Values, Attitudes and Behaviour
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2. Ways of Establishing Ground Rules
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3. Effective Strategies to Promote Positive Values, Attitudes and Behaviour
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1. Patterns and Triggers of Challenging behaviour and Actions
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2. Inappropriate and Challenging Behaviour Management
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3. Supporting Children and Young People to Identify and Avoid Inappropriate Behaviour
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4. How to Deal with Bullying, Harassment or Oppressive Behaviour
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1. Contributing to Reviews of Behaviour and Behaviour Policies
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Observation Report – Unit 7
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1. Preparing the Resources Required for Planned Learning Activities
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2. Developing and Adapting Resources to Meet the Needs of Individuals and Group
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3. Learning Support Strategies to Meet the Needs of Individuals and Group
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4. Health, Safety, Security and Access Requirements of the Learning Environment
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5. Giving Attention to Learners for Balancing the Needs of Individuals and Group
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6. Assessing Learners’ Participation and Progress in Activities
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7. How to Provide Feedback Effectively
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8. Evaluating How Own Knowledge, Understanding and Skills Impact on Practice of Individuals and Group
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1. Effective Communication with Children and Colleagues
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2. Communicating Effectively with Parents and Carers
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3. Commitment to Collaborative and Cooperative Working with Colleagues
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1. Teaching Strategies
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2. Designing Opportunities for Learners to Develop Their literacy, Numeracy, ICT and Thinking and Learning Skills
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3. How Learners’ Prior Knowledge and Attainment Enables Them to Meet Learning Objectives
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4. Appropriate Language to Suit the Age and Ability of Learners
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5. Management of Individual, Group and Whole-Class Learning
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6. Appropriate Teaching to Suit the Stage of the Lesson and the Needs of the Learners
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1. Opportunities for Using ICT to Support Pupils’ Learning and Its Impact
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2. Encouraging Pupils to Use ICT to Solve Problems, Work Collaboratively and Find Out New Information
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1. Providing Constructive Feedback
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2. Supporting and Guiding Learners
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3. Using Assessment to Diagnose Learner’s Needs
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1. Monitoring Learners’ Learning Progress
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Assignment Submission Checklist
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Submit Your Assignments
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£380
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This course includes:
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Duration:EXPIRED
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Access:1 Year access
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Units:74
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Assignments:Yes
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Quizzes:No
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Certificate:Yes
