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Focus Awards Level 4 Certificate for Higher Level Teaching Assistants (RQF)
Ofqual Regulated Qualification | Awarded by Focus Awards | Road to QTLS
3 Students enrolled on this course 4.6 (9 Reviews)
Last updated December 11, 2023
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Overview
Empower Your Teaching Journey with Our Focus Awards Level 4 Certificate for Higher Level Teaching Assistant (RQF) course! Are you ready to embark on a path that leads to an inspiring teaching career? Our Focus Awards Level 4 Certificate for Higher Level Teaching Assistant (RQF) course is the key to unlocking your potential in the world of education.
What Makes Us Unique:
- Expertly Crafted: Our program is meticulously designed by seasoned educators, ensuring your readiness for the Level 4 Certificate for Higher Level Teaching Assistant (RQF) assessment.
- Comprehensive Insights: Dive deep into child development, special educational needs, behavior management, and more to handle classroom dynamics with finesse.
- Classroom Mastery: Learn to create nurturing learning spaces, connect with students on a personal level, and craft engaging lesson plans.
- Career Advancement: If you’re a teaching assistant with ambitions of becoming a Higher-Level Teaching Assistant, this course is your bridge to success.
Ignite your passion for education and embark on a transformative journey! Don’t miss this opportunity to discover your true teaching potential and open doors to a rewarding career.
Enrol now and be the change-maker in education!
Advantages you’ll receive:
- High-quality virtual learning materials.
- 24/7 module access.
- User-friendly online platform.
- Compliance with standards.
- Recognized qualification.
- Exceptional customer service.
Description
The Focus Awards Level 4 Certificate for Higher Level Teaching Assistants (RQF) equips participants with essential knowledge and skills for classroom assistance, emphasising collaboration and support for students with special educational needs (SEN). This program empowers learners to confidently navigate their roles, promoting inclusive education through completion of seven mandatory units totalling 36 credits.
The award aims to enhance students’ potential by helping them understand the importance of education, gain knowledge about child development and welfare, develop skills for positive working relationships, learn how to promote positive behaviour in children and young people, and advance their role as teaching assistants.
Qualification Purpose
The Level 4 Certificate for Higher Level Teaching Assistants (RQF) from the Focus Awards is designed for individuals who are presently employed as teaching assistants and aspire to advance their role to become Higher Level Teaching Assistants. This program also equips learners with the knowledge required to provide support to individuals and small groups, as well as assist individuals with a variety of additional needs.
Who is this course for?
Our comprehensive Level 4 Certificate for Advanced Teaching Assistants (RQF) program is tailor-made for motivated individuals currently employed in or contemplating a career in the education sector. This certification is also an excellent fit for those who:
- Aspire to become part of the esteemed community of educational experts.
- Are newcomers to the field and desire to acquire sought-after assessment competencies.
- Seek official acknowledgment of their talents and expertise.
- Envision a flexible, home-based learning experience that aligns with their unique schedules and preferences.
Entry Requirements
To enrol in this program, candidates must fulfil the following entry requirements:
- Minimum age of 16 years to be eligible for this qualification.
- Employment as a teaching assistant within a school setting.
Progression
Learners seeking further advancement from this qualification can enhance their skills through the following educational pathways:
- Focus Awards Level 3 Award in Education and Training (RQF): A foundational course for those interested in teaching and training roles.
- Focus Awards Level 4 Certificate in Education and Training (RQF): A more comprehensive program, suitable for individuals aspiring to become educators and trainers.
- Focus Awards Level 5 Diploma in Education and Training (RQF): This advanced qualification is designed for educators seeking to excel in their teaching careers and is often a valuable step for those aspiring to achieve Qualified Teacher Status (QTS).
Total Qualification Time
The Total Qualification Time (TQT) includes both guided learning hours (GLH) and an approximation of the hours a student is expected to dedicate to independent preparation, studying, or any other learning activities, including assessments, that are directed by educational staff but not directly supervised by them. The credit value of a qualification is determined by TQT, with one credit equivalent to 10 hours of learning. The Total Qualification Time for this specific qualification is 360 hours.
Guided Learning Hours
The term “Guided Learning Hours” encompasses all instances of direct interaction, support, or oversight provided to a learner by an educator, supervisor, tutor, trainer, or a suitable education/training provider. The specific Guided Learning Hours for this qualification amount to 108 hours.
Method of Assessment:
- Assessment activities consist of several short assignments, each requiring evidence of general reading and appropriate references.
- All assignments must be submitted via the online portal.
- To achieve a Pass, learners must meet all learning outcomes; there is no grading system.
- Assessment for the qualification involves tutor-marked assignments. After completing each unit, learners must answer a series of questions comprehensively. These responses are then marked by the tutor.
- Tutor-marked tasks are also subject to assessment by a professional.
- To ensure the course assignments meet the required standards, both by learners and assessors, tasks undergo internal and external moderation processes.
Career Path:
- Higher-Level Teaching Assistant (HLTA): Enhanced teaching support.
- Teaching Assistant Supervisor: Oversee and train teaching assistants.
- Special Educational Needs (SEN) Coordinator: Focus on students with diverse learning needs.
- Teaching: Pursue full teacher qualification (e.g., PGCE).
- Education Support Roles: School administration, coordination, or consulting.
- Education Management: Advance to leadership positions in schools or institutions.
- Education and Training: Train adults or work in further education.
- Curriculum Development: Design and improve educational programs.
- Education Research: Conduct research in educational institutions.
- Freelance/Private Tutoring: Offer personalised tutoring services.
- Educational Technology: Work in instructional design, e-learning, or educational software.
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 | ||
| 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 | ||
| 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 | ||
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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.
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.
For this course, you will have access to the course materials for 1 year only. This means you can review the content as often as you like within the year, even after you've completed the course. However, if you buy Lifetime Access for the course, you will be able to access the course for a lifetime.
Yes, upon successfully completing the course, you will receive a certificate of completion. This certificate can be a valuable addition to your professional portfolio and can be shared on your various social networks.
We want you to have a positive learning experience. If you're not satisfied with the course, you can request a course transfer or refund within 14 days of the initial purchase.
Our platform provides tracking tools and progress indicators for each course. You can monitor your progress, completed lessons, and assessments through your learner dashboard for the course.
If you encounter technical issues or content-related difficulties with the course, our support team is available to assist you. You can reach out to them for prompt resolution.