Higher Level Teaching Assistant Course
Our Level 4 Certificate in Higher Level Teaching Assistant (HLTA) training equips you with the essential knowledge and skills to excel as a valuable member of any UK school’s teaching team. Designed for aspiring Higher Level Teaching Assistants, this comprehensive online course aligns with the latest educational standards and best practices.
Become a skilled HLTA and bridge the gap between teachers and students, fostering a supportive and inclusive learning environment. Develop in-depth expertise in child development, curriculum planning, behaviour management strategies, and building strong relationships with children, parents, and colleagues. Gain a comprehensive understanding of the HLTA’s role in supporting children with special educational needs (SEN), early years education, and inclusive practices.
Benefit from flexible online learning, allowing you to balance your studies with personal and professional commitments. Access high-quality learning materials and resources to support your HLTA career development. Upon successful completion, you’ll be well-prepared to start a rewarding career as a Higher Level Teaching Assistant, making a positive impact on the lives of young people.
Enrol in our Level 4 HLTA course today and take the first step towards becoming a qualified Higher Level Teaching Assistant.
Benefits you will gain:
- Become an Invaluable Asset: Bridge the gap between teachers and students, fostering a positive and inclusive learning environment as a Higher Level Teaching Assistant (HLTA).
- Master Essential Skills: Develop expertise in key areas like child development, curriculum planning, behaviour management strategies, and building strong working relationships within the school community.
- Comply with Regulations: Gain a thorough understanding of the HLTA role, including CPD requirements and effective support for children with special educational needs (SEN).
- Flexible Learning: Study our HLTA course online at your own pace, accessing all the essential materials and resources for your HLTA career development.
- Launch a Rewarding Career: Gain the qualifications and skills needed to become a qualified Higher Level Teaching Assistant (HLTA) and make a positive impact on students’ lives.
Qualification
Level 4 Certificate for Higher Level Teaching Assistants (RQF)
Description
For this qualification, learners must complete a minimum of 36 credits through seven mandatory units.
In this course, you will get to enhance your knowledge in all seven mandatory units.
- Awareness of special educational needs
- Child development and welfare
- Curriculum planning, delivery and assessment
- Developing skills to promote positive working relationships
- Promoting positive behaviour in children and young people
- Providing support for individual learners and small groups
- Understand the Higher Level Teaching Assistant role
The award aims to improve the potential of the students to:
- Learn about the importance of education
- Get familiar with child development and welfare.
- Understand the skills of the positive working relationship.
- Know how to promote positive behaviour in children and young people.
- Enhance the advanced teaching assistant role.
Qualification Purpose
This qualification is aimed at learners employed in a teaching assistant role who wish to progress to Higher Level Teaching Assistant status. The purpose is to develop learners’ knowledge, understanding, and skills to address the challenges they meet in their workplace. They will also understand the knowledge needed to support individuals and small groups and help individuals with a range of additional needs.
Who is this course for?
Our extensive Level 4 Certificate for Higher Level Teaching Assistants (RQF) course is suitable for ambitious learners who are already working or considering working in the teaching sector.
The qualification is also suitable for individuals who:
- Wish to join in a teaching professionals
- Beginner this field and wish to acquire in-demand assessing skills
- Wish to gain formal recognition of their skills
- Want to study from home at their own convenience
Assessment
The qualification assessments will be taken through tutor-marked assignments. Upon completing each unit, the learner must attempt a series of questions with comprehensive answers, which will be marked by the tutor. The tutor-marked tasks are required to be assessed by a professional as well.
Thereupon, to ensure all the course assignments have met the standards properly by both the learners and assessors, the tasks are subjected to internal and external moderation.
NB: At least 50 hours of work placement within a school is required to accomplish this assessment. The work setting can either be a primary, secondary or special school with pupils aged 5+ and studying Key Stage 1 or above.
As a part of this placement, learners will require a member with occupational competence in supervising and signing the witness testimonies, to ensure they have gained the work-based learning outcomes of this programme properly.
Entry Requirements
At least 50 hours of work placement within a school is required to accomplish this assessment. The work setting can either be a primary, secondary or special school with pupils aged 5+ and studying Key Stage 1 or above.
Progression
Total Qualification Time
This is an estimate of the total length of 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. The credit value, where given, for qualification is determined by TQT, as one credit corresponds to 10 hours of learning.
Total Qualification Time for this qualification is 380 hours.
Total Credit value 36
Guided Learning Hours
These hours are made up of 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 108.
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
- Teacher
- Education Professional
- Education Trainer
- Teaching Assistant
- Education and Training Officer
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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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
