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Focus Awards Level 4 Certificate for Higher Level Teaching Assistants (RQF) Subtotal: £350
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Focus Awards Level 4 Certificate for Higher Level Teaching Assistants (RQF)
321 Students (9 Reviews)
Enrol in this Focus Awards Level 4 Certificate for HLTA (RQF) course to level up your teaching skills! This qualification comes with all the skill packages needed to make you a classroom expert.
Overview
Focus Awards Level 4 Certificate for Higher Level Teaching Assistants (RQF) is designed for individuals who want to develop advanced knowledge and skills for supporting teaching and learning in educational settings. The programme explores the responsibilities of Higher Level Teaching Assistants (HLTAs), learner development, safeguarding, behaviour management, inclusive practice, assessment, curriculum support, and effective communication. Learners will gain a stronger understanding of how HLTAs contribute to classroom activities, support individual needs, work alongside teachers, and promote positive learning experiences.
Effective classroom support involves much more than assisting with routine activities. Learners will examine strategies for encouraging participation, managing behaviour, supporting diverse learning needs, promoting equality, contributing to assessment, maintaining professional relationships, and creating supportive learning environments. The programme also develops awareness of safeguarding responsibilities, confidentiality, professional boundaries, teamwork, reflective practice, and the importance of adapting support to suit different learners and educational contexts.
The qualification can support professional development for teaching assistants who are ready to take on greater responsibility within education. It may be relevant to individuals working in schools, colleges, special educational needs settings, and other learning environments. Alongside role-specific knowledge, learners can strengthen transferable capabilities including communication, leadership, organisation, observation, behaviour management, teamwork, planning, problem-solving, reflective practice, learner support, and professional responsibility.
Learning Outcomes
- Understand the responsibilities and professional role of Higher Level Teaching Assistants
- Support teaching, learning, development, participation, and learner engagement effectively
- Apply inclusive approaches for learners with different needs and abilities
- Develop awareness of safeguarding, equality, diversity, welfare, and professional boundaries
- Contribute to assessment, feedback, planning, and monitoring of learner progress
- Use effective behaviour management and communication strategies within learning environments
- Develop leadership, teamwork, organisation, reflection, and professional support skills
Why choose this course
- Affordable, Accessible, informative and well-structured study materials
- Earn a globally recognised accredited qualification
- Study in your own time, at your own pace, through any device
- Benefit from feedback through mock exams and multiple-choice assessments
- Excellent career advancement/career switch opportunities
- Get 24/7 help or advice from our email and live chat teams
Certification
Certificate of Achievement
After the successful completion of the final assessment, you will receive a CPD-accredited certificate of achievement. The PDF certificate is for 9.99, and it will be sent to you immediately after through e-mail. You can get the hard copy for 15.99, which will reach your doorsteps by post.
Who is this course for?
This course is ideal for:
- Teaching assistants seeking higher-level responsibilities
- Experienced classroom support staff
- School support professionals developing their careers
- Individuals supporting learners with additional needs
- Education professionals progressing towards HLTA-level roles
Entry Requirements
No formal qualifications are required, although previous experience as a teaching assistant or in an education setting may be beneficial. A suitable learning environment and access to relevant workplace experience may also be required for certain qualification activities.
Career Paths
Completing Focus Awards Level 4 Certificate for Higher Level Teaching Assistants (RQF) can support professional development and progression within education, classroom support, special educational needs, learner services, and school-based roles. Potential pathways include:
- Higher Level Teaching Assistant
- Senior Teaching Assistant
- Learning Support Assistant
- Special Educational Needs Support Assistant
- Classroom Support Coordinator
- Education Support Worker
British Sign Language Course Reviews
Course Curriculum
| Getting Started with the Course | |||
| Getting Started With the Course | 00:00:00 | ||
| Induction Form | |||
| Induction Form | 00:00:00 | ||
| Registration Entry Form | |||
| Registration Entry Form | 00:00:00 | ||
| Qualifications Specifications | |||
| Focus Awards Level 4 Certificate for Higher Level Teaching Assistants (quals) | 00:00:00 | ||
| Assignment Preparation Guideline | |||
| Assignment Preparation Guideline | 00:00:00 | ||
| Beginners Guide to Referencing | 00:00:00 | ||
| Guideline for Observation | |||
| Guideline for the Observation Session | 00:00:00 | ||
| Unit 01: Professional Knowledge and Development for Higher Level Teaching Assistants | |||
| Study Materials | |||
| Lo1: Understand What a Higher Level Teaching Assistant Is and What Is Required of a Higher Level Teaching Assistant | |||
| 1. Purpose of a Higher Level Teaching Assistant | 01:30:00 | ||
| 2. Role of a Higher Level Teaching Assistant | 01:30:00 | ||
| Lo2: Understand the Continuing Professional Development (Cpd) Requirements for Higher Level Teaching Assistants | |||
| 1. Purpose of CPD and How it Affects Practice | 01:30:00 | ||
| 2. Use of Advice and Feedback to Improve Performance | 01:30:00 | ||
| Lo3: Understand How to Work as a Team Member and Identify Opportunities for Working With Colleagues, Managing Their Work Where Appropriate and Sharing the Development of Effective Practice With Them | |||
| 1. Importance of Team Work and Identifying Different Team Roles | 01:30:00 | ||
| 2. Workplace Collaboration | 01:30:00 | ||
| 3. Managing and Developing the Effective Practice of Appropriate Team Members | 01:30:00 | ||
| Assignment | |||
| HLTA Unit 01 | 01:30:00 | ||
| Unit 02: Child Development and Well-being | |||
| Study Materials | |||
| Lo1: Know the Different Stages of Child Development | |||
| 1. Stages of Physical, Social and Intellectual Development | 01:30:00 | ||
| Lo2: Know the Factors That Can Influence and Affect Children’s Development and How These Practice | |||
| 1.External and Personal Factors that Affect Child Development | 01:30:00 | ||
| 2.Theories to Support Development | 01:30:00 | ||
| 3. Types of Changes That Affect a Child’s Development or Wellbeing | 01:30:00 | ||
| 4. Referral Assessment of Special Educational Needs | 01:30:00 | ||
| Lo3: Understand How to Recognise and Respect the Contribution That Parents and Carers Can Make to the Development and Wellbeing of Children and Young People | |||
| 1. Parents and Carers Contributions for the Development and Well-being of Children and Young People | 01:30:00 | ||
| Lo4: Understand How Frameworks That Support the Development and Wellbeing of Children and Young People Impact Upon Their Practice | |||
| 1. Frameworks That Support Development and Well-being of Children | 01:30:00 | ||
| Lo5: Understand how to safeguard the wellbeing of children and young people | |||
| 1. Current Legislation, Guidelines, Policies, and Procedures Affecting Safeguarding | 00:00:00 | ||
| 2. Protecting Children within the Concept of Safeguarding Children and Young People | 00:00:00 | ||
| 3. National and Local Safeguarding Policies and Procedures Affecting Everyday Work | 00:00:00 | ||
| 4. Importance of Safeguarding Children and Young People | 00:00:00 | ||
| 5. Policies and Procedures to Protect Children and Young People and Adults Who Work with Them | 00:00:00 | ||
| 6. How Concerns Regarding Poor Practice Can be Reported | 00:00:00 | ||
| 7. Supporting the Self-confidence and Self-esteem of Children and Young People | 00:00:00 | ||
| 8. Risks and Possible Consequences of being Online and Using a Mobile Phone | 00:00:00 | ||
| Lo6: Understand health and safety procedures | |||
| 1. Signs and Symptoms that Occur with Common Childhood Illnesses | 00:00:00 | ||
| 2. Policies and Procedures in Response to Accidents, Incidents, Emergencies, and Illness | 00:00:00 | ||
| Assignment | |||
| HLTA Unit 02 | 01:30:00 | ||
| Unit 03: Supporting Children and Young People with Special Educational Needs | |||
| Study Materials | |||
| Lo1: Understand How to Support Learners in Accessing the Curriculum in Accordance With the Special Educational Needs (Sen) Code of Practice and Disabilities Legislation | |||
| 1. Legal Entitlement of Children and Young People with Special Educational Needs | 01:30:00 | ||
| Lo2: Understand How to Promote Promote Equality, Diversity and Inclusion When Working With Children and Young People | |||
| 1. Legislation and Codes of Practice to Promote Equality and Diversity | 01:30:00 | ||
| 2. Experience and Impact of Prejudice and Discrimination and Applying Principles of Equality, Diversity and Inclusion | 01:30:00 | ||
| Lo3: Understand How to Support Children and Young People With Learning Difficulties | |||
| 1. Types of Special Educational Needs and Ways of Supporting Children and Young People with Learning Difficulties | 01:30:00 | ||
| Lo4: Know and Understand the Special Educational Needs for Learners With Sensory and/or Physical Needs | |||
| 1. Effects of a Disability on Children and Young People | 01:30:00 | ||
| 2. Nature of Sensory or Physical Needs and Roles and Responsibilities of Others and Assistive Technology | 01:30:00 | ||
| Lo5: Understand How to Support Children and Young People With English as an Additional Language | |||
| 1. Language and Vocabulary Appropriate to the Age of the Learner, Level of Understanding and Proficiency | 01:30:00 | ||
| 2. Ways of Introducing Words and Language Structures | 01:30:00 | ||
| Assignment | |||
| HLTA Unit 03 | 01:00:00 | ||
| Unit 04: Promoting Childen and Young Peoples Positive Behaviour | |||
| Study Materials | |||
| Lo1: Understand the Policies and Procedures for Promoting Positive Behaviour | |||
| 1. Policies and Procedures to Promote Positive Behaviour | 01:00:00 | ||
| 2. Importance of Consistency and Fairness When Applying Boundaries and Rules for Behaviour | 01:00:00 | ||
| Lo2: Be Able to Promote the Positive Values and Attitudes and Behaviour Expected From Children and Young People | |||
| 1. Promoting Positive Values, Attitudes and Behaviour | 01:00:00 | ||
| 2. Ways of Establishing Ground Rules | 01:00:00 | ||
| 3. Effective Strategies to Promote Positive Values, Attitudes and Behaviour | 01:00:00 | ||
| Lo3: Be Able to Respond to Inappropriate and Challenging Behaviour From Children and Young People | |||
| 1. Patterns and Triggers of Challenging behaviour and Actions | 01:00:00 | ||
| 2. Inappropriate and Challenging Behaviour Management | 01:00:00 | ||
| 3. Supporting Children and Young People to Identify and Avoid Inappropriate Behaviour | 01:00:00 | ||
| 4. How to Deal with Bullying, Harassment or Oppressive Behaviour | 01:00:00 | ||
| Lo4: Be Able to Contribute to Reviews of Behaviour and Behaviour Policies | |||
| 1. Contributing to Reviews of Behaviour and Behaviour Policies | 01:00:00 | ||
| Observation Checklist | |||
| Observation Report – Unit 4 | 01:00:00 | ||
| Assignment | |||
| HLTA Unit 04 | 01:00:00 | ||
| Unit 05: Working with Individual and Groups of Learners | |||
| Study Materials | |||
| Lo1: Understand Working With Individuals and With Small Groups | |||
| 1. Preparing the Resources Required for Planned Learning Activities | 01:30:00 | ||
| 2. Developing and Adapting Resources to Meet the Needs of Individuals and Group | 01:30:00 | ||
| 3. Learning Support Strategies to Meet the Needs of Individuals and Group | 01:30:00 | ||
| 4. Health, Safety, Security and Access Requirements of the Learning Environment | 01:30:00 | ||
| 5. Giving Attention to Learners for Balancing the Needs of Individuals and Group | 01:30:00 | ||
| 6. Assessing Learners’ Participation and Progress in Activities | 01:30:00 | ||
| 7. How to Provide Feedback Effectively | 01:30:00 | ||
| 8. Evaluating How Own Knowledge, Understanding and Skills Impact on Practice of Individuals and Group | 01:30:00 | ||
| Assignment | |||
| HLTA Unit 05 | 01:30:00 | ||
| Unit 06: Positive Working Relationships | |||
| Study Materials | |||
| Lo1: Communicate Effectively and Sensitively With Children, Young People, Colleagues, Parents and Carers | |||
| 1. Effective Communication with Children and Colleagues | 03:00:00 | ||
| 2. Communicating Effectively with Parents and Carers | 03:00:00 | ||
| 3. Commitment to Collaborative and Cooperative Working with Colleagues | 03:00:00 | ||
| Observation Checklist | |||
| Observation Report – Unit 6 | 03:00:00 | ||
| Assignment | |||
| HLTA Unit 06 | 01:00:00 | ||
| Unit 07: Curriculum Planning, Monitoring, Delivery and Assesment | |||
| Study Materials | |||
| Lo1: Be Able to Teach Challenging, Wellorganised Lessons Across the Age and Ability Range | |||
| 1. Teaching Strategies | 01:00:00 | ||
| 2. Designing Opportunities for Learners to Develop Their literacy, Numeracy, ICT and Thinking and Learning Skills | 01:00:00 | ||
| 3. How Learners’ Prior Knowledge and Attainment Enables Them to Meet Learning Objectives | 01:00:00 | ||
| 4. Appropriate Language to Suit the Age and Ability of Learners | 01:00:00 | ||
| 5. Management of Individual, Group and Whole-Class Learning | 01:00:00 | ||
| 6. Appropriate Teaching to Suit the Stage of the Lesson and the Needs of the Learners | 01:00:00 | ||
| Lo2: Be Able to Use Ict Skills to Advance Learning | |||
| 1. Opportunities for Using ICT to Support Pupils’ Learning and Its Impact | 01:00:00 | ||
| 2. Encouraging Pupils to Use ICT to Solve Problems, Work Collaboratively and Find Out New Information | 01:00:00 | ||
| Lo3: Be Able to Use an Appropriate Range of Strategies for Setting Learning Objectives and Monitoring Progress and Attainment | |||
| 1. Providing Constructive Feedback | 01:00:00 | ||
| 2. Supporting and Guiding Learners | 01:00:00 | ||
| 3. Using Assessment to Diagnose Learner’s Needs | 00:30:00 | ||
| Lo4: Be Able to Maintain and Analyse Records of Learners’ Progress | |||
| 1. Monitoring Learners’ Learning Progress | 00:30:00 | ||
| Observation Checklist | |||
| Observation Report – Unit 7 | 00:30:00 | ||
| Assignment | |||
| HLTA Unit 07 | 00:30:00 | ||
| Assignment Submission Checklist | |||
| Assignment Submission Checklist | 00:00:00 | ||
| Submit Your Assignments – Level 4 Certificate for Higher Level Teaching Assistants | |||
| Submit Your Assignments | 00:00:00 | ||
| Thank you for completing your course with us! We’d appreciate your feedback! | |||
| Thank you for completing your course with us! We’d appreciate your feedback! | 00:00:00 | ||
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50% discount for orders of 10+ courses
60% discount for orders of 50+ courses
70% discount for orders of 100+ courses
For more personalised package, contact us
Frequently asked questions
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There are no specific prerequisites for this course, nor are there any formal entry requirements. All you need is an internet connection, a good understanding of English and a passion for learning for this course.
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schedule?
You have the flexibility to access the course at any time that suits your schedule. Our courses are self-paced, allowing you to study at your own pace and convenience.
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completing the course?
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