Welcome to CACHE Level 3 Supporting Teaching and Learning in Schools Certificate

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1 Welcome to CACHE Level 3 Supporting Teaching and Learning in Schools Certificate The Swaledale Alliance is a designated licenced centre to deliver the nationally recognised CACHE Teaching Assistant qualification. The Swaledale Alliance is a partnership of 60 North Yorkshire schools located in and around Richmond, Northallerton, Bedale, Catterick and Wensleydale. Having a wide variety of schools all with their own unique characteristics including a special school enables us to draw on the expertise of staff from across the partnership to provide high level training and support throughout the duration of the course. CACHE is the UK's only specialist awarding organisation for the children and adult care sectors. CACHE continue to develop the most up to date and relevant qualifications for the new QCF and work closely with Sector Skills Councils to ensure the highest level of quality. It is for this reason we have chosen to work with CACHE so our learners achieve a qualification that is highly regarded by schools and will increase the learner s opportunities for employment. Course Content During the course you will be required to undertake the equivalent of a minimum of 2 days per week gaining essential classroom based skills under the direction of a class teacher. You will also need to attend one evening session per week to cover the theory aspect of the course. This will take place on a Monday evening from 5-7 pm at Richmond School. These sessions are term time only. During the 12 month course candidates will compile evidence proving the knowledge and competencies required to successfully complete the nationally recognised Cache Level 3 Teaching Assistant qualification. At the end of the course you will achieve Level 3 qualification and will be able to support teaching and other staff in the delivery of the national curriculum and other learning processes, in direct contact with students What do the qualifications cover? These qualifications will provide an understanding of the knowledge and skills needed when working directly with children or young people in primary, secondary or special schools. They include learning about children and young people s development, safeguarding their welfare and communication. 1

2 Mandatory Units Understand child and young person development Understand how to safeguard the wellbeing of children Communication and professional relationships with children, young people and adults Schools as organisations Support children and young people s health and safety Support learning activities Promote children and young people s positive behaviour Develop professional relationships with children, young people and adults Promote equality, diversity and inclusion in work with children and young people Support assessment for learning Engage in personal development in health, social care Method of assessment Direct observation of practice Witness statements Professional discussion Reflection on own practice in real work situations Written assignments What are the entry requirements? Learners must be over the age of 18 years. The Swaledale Alliance is dedicated to providing training that our local schools will recognise as a high quality qualification and offer learners increased employability. Applicants are therefore required to have GCSE (or equivalent) in English and Maths at grade C or above. Applicants who do not have GCSE s (or equivalent) but are working towards these qualifications will also be considered. Previous experience of working with children is not essential. Cost (This may be covered through sponsorship) The cost for this course is 1650 this includes Course materials Personal tutor support Assignment marking and feedback Assistance with school placement This does not include a non-refundable registration fee of 120 payable at the start of the course by the learner regardless of whether they are receiving a sponsorship. 2

3 Sponsorship Scheme For learners on the sponsorship programme the cost of the course will be met by the sponsor school. In return the learner will be required to commit to undertaking their school experience for 2 days per week (term time only) in that school over the academic year. Please note there is no obligation by the school to offer employment at the end of the training period. Placement Whilst at your placement school you will be involved in a number of tasks. We have listed a few to give you an idea. Please note that this list is not exhaustive. Supporting the learning process under the direction of the teaching or other appropriate staff. Providing (with appropriate guidance and supervision limits) educational emotional and physical support to students Promote positive behaviour in line with school behaviour policy Assisting with the supervision of groups and individual students as required Assisting with playground supervision. Preparation of materials and minor clerical duties. Be aware of and comply with policies and procedures relating to child protection, health, safety and security. Breakdown of Units Unit 1: Understand Child and Young Person Development (L/601/1693, Unit Level: 3; GLH: 30 hours; Credits: 4) Development of children and young people from birth - 19 years Factors that influence children and young people s development and how these affect practice Monitoring children and young people s development and interventions that should take place if this is not following the expected pattern Importance of early intervention to support the speech, language and communication needs of children and young people Potential effects of transitions on children and young people s development 3

4 Unit 2: Understand How to Safeguard the Wellbeing of Children and Young People (Y/601/1695, Unit Level: 3; GLH: 25 hours; Credits: 3) Legislation, guidelines, policies and procedures for safeguarding children and young people Working in partnership with other organisations to safeguard children and young people Ensuring children and young people s safety and protection in the work setting Responding to evidence or concerns that a child or young person has been abused or harmed Responding to evidence or concerns that a child or young person has been bullied Working with children and young people to support their safety and wellbeing E-safety for children and young people Unit 3: Communication and professional relationships with children and young people (F/601/3327, Unit Level: 3; GLH: 10 hours; Credits: 2) Principles of developing positive relationships with children, young people and adults Communication with children, young people and adults Legislation, policies and procedures for confidentiality and sharing information, including data protection Unit 4: Schools as organisations (A/601/3326, Unit Level: 3; GLH: 15 hours; Credits: 3) The structure of education from early years to post-compulsory education How schools are organised in terms of roles and responsibilities School ethos, mission, aims and values Legislation affecting schools School policies and procedures The wider context in which schools operate 4

5 Unit 5: Support children and young people s health and safety (D/601/1696, Unit Level 2; GLH: 15 hours; Credits: 2) Providing environments and services that support children and young people's health and safety Recognising and managing risks to health, safety and security Supporting children and young people to manage risk for themselves Understanding appropriate responses to accidents, incidents, emergencies and illnesses Unit 6: Support learning activities (F/601/4073, Unit Level 3; GLH: 20 hours; Credits: 4) Contributing to planning learning activities Preparing for learning activities Supporting learning activities Observing and reporting on learner participation and progress Contributing to the evaluation of learning activities Evaluating own practice in relation to supporting literacy, numeracy and IT. Unit 7: Promote children and young people s positive behaviour (A/601/4069: Unit Level 3; GLH: 15; Credits: 3) Policies and procedures for promoting children and young people s positive behaviour. Promoting positive behaviour. Managing inappropriate behaviour. Responding to challenging behaviour. Contributing to reviews of behaviour and behaviour policies. Unit 8: Develop professional relationships with children, young people and adults (H/601/4065; Unit level 3; GLH: 10; Credits: 2) Developing professional relationships Communicating with children and young people Developing professional relationships with adults. Supporting children and young people in developing relationships. Complying with policies and procedures for confidentiality and data protection. 5

6 Unit 9: Promote equality, diversity and inclusion in work with children and young people (M/601/4070; GLH: 10; Credits: 2) Promoting equality and diversity in work with children and young people The impact of prejudice and discrimination on children and young people Promoting inclusion and inclusive practices in work with children and young people Unit 10: Support assessment for learning (A/601/4072; GLH: 20; Credits: 4) Understand the purpose and characteristics of assessment for learning. Using assessment strategies to promote learning. Supporting learners in reviewing their learning strategies and achievements. Contributing to reviewing assessment for learning. Unit 11: Engage in personal development in health, social care or children s and young people s settings (A/601/1429; GLH: 10; Credits: 3) Understand what is required for competence in own work role. Reflecting on practice. Evaluating own performance. Agreeing a personal development plan. Using learning opportunities and reflective practice to contribute to personal development. 6