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L2 Teaching Assistant Course Overview
Who is this L2 Teaching Support course suitable for?
The Level 2 Award in Support Work in Schools is part of the Supporting Teaching and Learning courses. If you want to work in a support staff role at a school or become a teaching assistant, this qualification is perfect for you! This L2 teaching assistant qualification covers areas such as safeguarding, communication and understanding the school context.
You can study this Level 2 Award in Support Work in Schools even if you're currently not employed at a school but wish to get into teaching or become a teaching aide. This is a theory-based course with no practical requirements and leads to the Level 2 Certificate in Supporting Teaching and Learning in Schools which is a work-based course. This can also lead towards the more specialised Level 3 Diploma in Supporting Teaching and Learning.
Should I get into teaching?
If you are wondering if you should become a teacher or even how to get into teaching without a degree, this is the best course for you. Before committing to an expensive and long course like the PGCE, it's better to do this Level 2 Teaching Assistant course and try out teaching in a quick, easy, cost effective way.
How long does it take to qualify as a teacher?
Becoming a fully qualified teacher (QTS) can take years, a lot of expensive and time-intensive qualifications. Then why not start on this easy and const-effective route into teaching? This level 2 assistant course is suitable even if you do not currently work in a school or even if you do. Work your way up to the Specialist Diploma or HLTA Higher Level Teaching Assistant course.
Is this the same course as the NCFE CACHE Level 2 Teaching Assistant Course?
Our Level 2 Award in Support Work in Schools is the same course as the NCFE CACHE teaching assistant courses. The only difference is the awarding body, and we have chosen to accredit our Level 2 Supporting Teaching & Learning qualifications through Pearson because they are much more widely recognised in the UK and internationally.
This Level 2 Teaching Assistant course is perfect for candidates working in roles which require a general awareness of legislation, policy and procedures relevant to working in a school for example, in teaching support, catering, sports coaching, admin assistant or as an assistant teacher.
Other teacher training courses:
If you want to teach older children or young adults (+16 years of age) for example in secondary school, sixth form college or adult education then it's better to get into teaching with the Level 3 Teaching Course (AET / PTLLS). This is a great entry to teaching or initial teacher training programme if you want to become a teacher or trainer for +16 year olds.
Or if you are serious about teaching in adult education (+16 years) as a career then why not choose the Level 5 Diploma in Education and Training (DET) - this will lead you to QTLS (fully qualified teacher status).
Why choose ELN for your Teaching Assistant Qualification?
- Unlimited Personal Tutor support - live 1:1 video tutorial for induction
- ISO 9001 and ISO 29993 certification - quality assured for your peace of mind
- Live Tutorials on Zoom with Peer Discussions
- No Hidden Charges
- Group Discounts - email on info@eln.co.uk straight away
- Pearson Edexcel accreditation - the largest Awarding Body in the UK and abroad
Our purpose is to help you get qualified so you can boost your school-based TA career. We are waiting to help you! Click on the webchat or Contact us today!
Key details
L2 Teaching Assistant Course Credits: 12
L2 Teaching Assistant Course Duration: 6 months
This course is perfect for you if you're currently either employed at a school as a teaching assistant or wish to become employed for a school and work directly with children.
If you have just started your role, this course can also be considered initial teacher training for you. You can also study this course if you already hold a Level 2 qualification, or above, in your specialist area and are looking to move into a similar role in a school other than teaching.
If you want to teach older children / young adults (+16 years of age) e.g. in secondary school, sixth form college or adult education then it's better to get into teaching with the Level 3 Teaching Course (AET / PTLLS). This is a great entry teaching or initial teacher training programme if you want to become a teacher or trainer for +16 year olds.
Or if you are serious about teaching in adult education (+16 years) as a career then why not choose the Level 5 Diploma in Education and Training (DET) - this will lead you to QTLS (fully qualified teacher status).
L2 Teaching Support Qualification Requirements
The Level 2 Award in Support Work in Schools course is available for all candidates who fulfil the following criteria:
Age range: 19+
Basic language, literacy and numeracy skills to be able to support pupils' learning.
Access to Internet using a laptop / pc / tablet using up to date Windows, Android or Apple operating systems.
L2 Teaching Support Course Outline
- Know the main stages of child and young person development
- Describe the expected pattern of children and young people's development from birth to 19 years, to include: physical development, communication and intellectual development, social, emotional and behavioural development
- Describe, with examples, how different aspects of development can affect one another
- Understand the kinds of influences that affect children and young people’s development
- Describe, with examples, the kinds of influences that affect children and young people’s development including: background, health, environment
- Describe, with examples, the importance of recognising and responding to concerns about children and young people’s development
- Understand the potential effects of transitions on children and young people’s development
- Identify the transitions experienced by most children and young people
- Identify transitions that only some children and young people may experience for example bereavement
- Describe, with examples, how transitions may affect children and young people’s behaviour and development
- Know how to interact with and respond to children and young people
- Describe how to establish respectful, professional relationships with children and young people
- Describe, with examples, how to behave appropriately for a child or young person’s stage of development
- Describe how to deal with disagreements between children and young people
- Describe how own behaviour could promote effective interactions with children and young people, impact negatively on interactions with children and young people
- Know how to interact with and respond to adults
- Describe how to establish respectful, professional relationships with adults
- Describe the importance of adult relationships as role models for children and young people
- Know how to communicate with children, young people and adults
- Describe how communication with children and young people differs across different age ranges and stages of development
- Describe the main differences between communicating with adults and communicating with children and young people
- Identify examples of communication difficulties that may exist
- Describe how to adapt communication to meet different communication needs
- Describe how to deal with disagreements between the practitioner and children and young people, the practitioner and other adults
- Know about current legislation, policies and procedures for confidentiality and sharing information, including data protection
- Identify relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information
- Describe the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this
- Identify the kinds of situations when confidentiality protocols must be breached
- Understand the importance of promoting equality and diversity in work with children and young people
- Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity
- Describe the importance of supporting the rights of all children and young people to participation and equality of access
- Describe the importance and benefits of valuing and promoting cultural diversity in work with children and young people
- Understand the impact of prejudice and discrimination on children and young people
- Describe ways in which children and young people can experience prejudice and discrimination
- Describe the impact of prejudice and discrimination on children and young people
- Assess how own attitudes, values and behaviour could impact on work with children and young people
- Describe the importance of promoting anti-discriminatory practice in work with children and young people
- Describe how to challenge discrimination
- Understand inclusion and inclusive practices in work with children and young people
- Describe what is meant by inclusion and inclusive practices
- Describe features of an inclusive setting for children and young people
- Describe how inclusion works in own sector of the children’s workforce
- Know about the legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety
- Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people, including e-safety
- Describe the roles of different agencies involved in safeguarding the welfare of children and young people
- Know what to do when children or young people are ill or injured, including emergency procedures
- Identify the signs and symptoms of common childhood illnesses
- Describe the actions to take when children or young people are ill or injured
- Identify circumstances when children and young people might require urgent medical attention
- Describe the actions to take in response to emergency situations including fires, security incidents, missing children or young people
- Know how to respond to evidence or concerns that a child or young person has been abused, harmed or bullied
- Identify the characteristics of different types of child abuse
- Describe the risks and possible consequences for children and young people of using the internet, mobile phones and other technologies
- Describe actions to take in response to evidence or concerns that a child or young person has been abused, harmed (including self-harm) or bullied, or may be at risk of harm, abuse or bullying
- Describe the actions to take in response to concerns that a colleague may be: failing to comply with safeguarding procedures, harming, abusing or bullying a child or young person
- Describe the principles and boundaries of confidentiality and when to share information
- Know the structure of education from early years to post- compulsory education
- Summarise entitlement and provision for early years education
- Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance
- Explain the post-16 options for young people and adults
- Understand how schools are organised in terms of roles and responsibilities
- Explain the strategic purpose of school governors, senior management team, other statutory roles, eg SENCO, teachers and support staff roles
- Explain the roles of external professionals who may work with schools, eg educational psychologist
- Understand school ethos, mission, aims and values
- Explain how the ethos, mission, aims and values of a school may be reflected in working practices
- Evaluate methods of communicating a school’s ethos, mission, aims and values
- Know about the legislation affecting schools
- Summarise the laws and codes of practice affecting work in schools
- Explain how legislation affects how schools work
- Explain the roles of regulatory bodies relevant to the education sector which exist to monitor and enforce the legislative framework, including general bodies such as the Health and Safety Executive and school-specific regulatory bodies
- Understand the purpose of school policies and procedures
- Explain why schools have policies and procedures
- Summarise the policies and procedures schools may have relating to staff, pupil welfare, teaching and learning, equality, diversity and inclusion and parental engagement
- Evaluate how school policies and procedures may be developed and communicated
L2 Teaching Assistant Course Assessments
Mandatory Units
Unit 1 Child and Young Person Development
3 x short essay style assignments and 1 x peer discussion.
Unit 2 Communication and Professional Relationships with Children, Young People and Adults
6 x short essay style assignments and 1 x peer discussion
Unit 3 Equality, Diversity and Inclusion in Work with Children and Young People
4 x short essay style assignments and 1 x peer discussion.
Unit 6 Safeguarding the Welfare of Children and Young People
6 x short essay style assignments
Optional Unit
Unit 11 Schools as Organisations
7 x short essay style assignments
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Level 2 Award in Support Work in Schools FAQs
The Pearson Edexcel Level 2 Award in Support Work in Schools is a 12-credit, 80 guided learning hour (GLH) qualification that consists of four mandatory units plus two optional units that provide for a combined total of 12 credits.
This qualification is particularly suitable for:
- Those looking for an introductory qualification as preparation for working in schools
- Those who already hold a Level 2 qualification, or above, in their specialist area for example administration or catering, and are looking to move into a similar role in a school
- Recently appointed support staff who are new to working in schools.
Yes, you can become a qualified teaching assistant after completing this course
As it is a knowledge-based qualification, it can be taken by learners not yet employed in a school, as well as providing initial training/induction for those new in post.
This L2 ASWS qualification is approved by Ofqual, Pearson Edexcel. It is the same course as the NCFE - the only difference is the awarding body. We chose Pearson Edexcel for our accreditation because they are recognised in the UK and all around the globe.
