COURSE SCHEDULE Skills Bootcamp in Teaching Support SCHEDULE UNTIL 28TH MARCH 2025
THINKEMPLOYMENT.COM
LEARNER INFORMATION ATTENDING SESSIONS
Learner Information We hope you're excited to start learning with our Skills Bootcamp in Teaching Support. There's a lot in store for you over the next 16 weeks in order for you to gain your Level 3 Award in Supporting Teaching and Learning in Schools so here's an easy to follow guide on your upcoming course schedule. We've built our timetable so that each week you can choose to study in the morning, afternoon or evening depending on your availability. These sessions are live sessions which you will need to attend at the date and time specified rather than recordings. There's a few rules you'll need to follow when booking in your study sessions so please make sure of the following when looking at your timetable and sequence list:
A NEW SKILLS BOOTCAMP STARTS EVERY TWO WEEKS YOU MUST COMPLETE UNITS A1, A2 & A3 BEFORE PROGRESSING ONTO OTHER SECTIONS YOU MUST ATTEND AT LEAST ONE SECTION (3 UNITS) PER WEEK
1
STEP ONE
Take a look at the Unit Sequence List on page 4-5
2
STEP TWO Check out the Course Timetable on page 6 onwards
3
STEP THREE Start learning with units 1, 2 & 3 from Section A (The Role of a Teaching Assistant)
UNIT SEQUENCE UNDERSTAND THE ROLE OF A TEACHING ASSISTANT UNIT
TITLE
A1
The role of a Teaching Assistant
A2
The structure of education from early years to post-compulsory
A3
Roles and responsibilities in schools and ethos, mission, aims and values
A4
Legislation affecting schools
A5
Purpose of school policies and procedures
A6
Wider context in which schools operate
SAFEGUARDING & WELLBEING UNIT
TITLE
C1
The main legislation, guidelines, policies and procedures for safeguarding children and young people
C2
The importance of working in partnership with other organisations to safeguard children and young people
C3
The importance of ensuring children and young people's safety and protection
C4
Responding to evidence or concerns that a child or young person has been abused or harmed
C5
Responding to evidence or concerns that a child or young person has been bullied
C6
Working with children and young people to support their safety and wellbeing
DEVELOPING PROFESSIONAL RELATIONSHIPS UNIT
TITLE
D1
The principles of developing positive relationships with children, young people and adults
D2
How to work collaboratively
D3
Legislation, policies and procedures for confidentiality and sharing information, including data protection
CHILD & YOUNG PERSON DEVELOPMENT UNIT
TITLE
B1
Expected pattern of development from birth to 19 years
B2
The factors that influence development and how these affect practice
B3
Monitoring development and interventions that should take place if this is not following expected patterns
B4
The importance of early intervention to support speech, language and communication needs
B5
The potential effects of transitions on children and young people's development
B6
Understanding the term Special Educational Needs
Each unit is 2.5 hours delivered live via Zoom
COMMUNICATING WITH CHILDREN UNIT
TITLE
E1
How to communicate with children and young people
E2
Sharing creative learning experiences
E3
Support children's speech, language and communication
PROMOTING EQUALITY, DIVERSITY & INCLUSION UNIT
TITLE
F1
Promoting equality and diversity in work with children and young people
F2
The impact of prejudice and discrimination on children and young people
F3
Supporting inclusion and inclusive practices in work with children and young people
CHILDREN & YOUNG PEOPLE’S HEALTH & SAFETY BEHAVIOURAL SUPPORT
UNIT
TITLE
G1
Planning and providing environments and services that support children and young people's health and safety
UNIT
UNIT TITLE
G2
Recognising and managing risks to health, safety and security and supporting children and young people to assess and manage risk for themselves
K1
Policies and procedures for promoting positive behaviour
G3
Appropriate responses to accidents, incidents, emergencies and illness
K2
Promoting positive behaviour
K3
Responding to challenging behaviour
ENGAGING IN PERSONAL DEVELOPMENT
SUPPORT ASSESSMENT & LEARNING ACTIVITIES
UNIT
TITLE
H1
Understanding what is required for competence in your work role
UNIT
UNIT TITLE
H2
Reflecting on practice and evaluating own performance (Gibbs Reflective cycle)
L1
The purpose and characteristics of assessment for learning
H3
Using learning opportunities
L2
Assessment strategies to promote learning
L3
Contributing to reviewing assessment for learning and supporting learners in reviewing their learning strategies and achievements
THE IMPORTANCE OF LEARNING THROUGH PLAY
PRINCIPLES OF CHILD DEVELOPMENT
UNIT
TITLE
I1
The importance of creativity and imagination for the development of a child
UNIT
UNIT TITLE
I2
The role of creative activities in enhancing children's learning and development
M1
The principles of a child’s development
I3
The importance of talking and listening activities in relation to children's learning and development
SYNTHETIC PHONICS
SPECIAL EDUCATIONAL NEEDS (INCLUDING AUTISM)
UNIT
UNIT TITLE
UNIT
UNIT TITLE
N1
Synthetic phonics
J1
Introduction to Special Educational Needs (SEN)
J2
Autism in context
J3
Theories, history and representation of autism
J4
Positive behavioural support for autistic individuals
J5
Interventions and support available for autistic individuals
J6
Safeguarding in autism
USE OF ASSESSMENT IN EARLY YEARS SETTINGS UNIT
UNIT TITLE
O1
Use of assessment in early years settings
COURSE TIMETABLE
Tuesday
Wednesday
Thursday
Friday
06-Jan
07-Jan
08-Jan
09-Jan
10-Jan E2
9.15AM 11.45AM
12.15PM 2.45PM
KEY:
Monday
Sharing creative learning experiences
E1
B4
B5
B6
E3
How to communicate with children and young people
Early intervention to support speech, language and communication needs
Potential effects of transitions on development
Understanding the term Special Educational Needs
Supporting children's speech, language and communication
K1
K2
K3
Policies and procedures for promoting positive behaviour
Promoting positive behaviour
Responding to challenging behaviour
A1
A2
A3
Role of a Teaching Assistant (Starts at 5.15PM)
Structure of education from early years to post-compulsory
Roles and responsibilities in schools and ethos, mission, aims and values
Monday
Tuesday
Wednesday
Thursday
Friday
13-Jan
14-Jan
15-Jan
16-Jan
17-Jan
N1
F1
F2
F3
A2
Synthetic phonics
Promoting equality and diversity
Impact of prejudice and discrimination
Supporting inclusion and inclusive practice
Structure of education from early years to post-compulsory
A1
C1
C2
C3
A3
Ensuring children’s safety and protection
Roles and responsibilities in schools and ethos, mission, aims and values
5.30PM 8.00PM
The Role of a Teaching Assistant Child & Young Person Development Safeguarding & Wellbeing Developing Professional Relationships
9.15AM 11.45AM
Communicating with Children Promoting ED & I
12.15PM 2.45PM
Health & Safety 5.30PM 8.00PM
Role of a Teaching Assistant (Starts at 12.00PM)
Legislation and procedures Working in partnership with for safeguarding other organisations
L1
L2
L3
The purpose and characteristics of assessment for learning
Assessment strategies to promote learning
Reviewing assessment for learning
Monday
Tuesday
Wednesday
Thursday
Friday
20-Jan
21-Jan
22-Jan
23-Jan
24-Jan
G1
G2
G3
9.15AM 11.45AM
Planning and providing safe Recognising and managing environments risks
O1 12.15PM 2.45PM
5.30PM 8.00PM
C4
Responding to accidents, incidents, emergencies and illness
C5
C6
Use of assessment in early years settings
Responding to concerns of abuse or harm
Responding to concerns of bullying
Working with children to support their safety and wellbeing
M1
A4
A5
A6
The principles of a child’s development
Legislation affecting schools
Purpose of school policies and procedures
Wider context in which schools operate
KEY: Personal Development Learning Through Play Special Education Needs Behavioural Support
Monday
Tuesday
Wednesday
Thursday
Friday
27-Jan
28-Jan
29-Jan
30-Jan
31-Jan
H1
H2
H3
A2
Understanding what is required for competence in your role
Reflecting on practice and evaluating own performance
Using learning opportunities
Structure of education from early years to post-compulsory
A1
D1
D2
D3
A3
Role of a Teaching Assistant (Starts at 12.00PM)
Developing positive relationships
Working collaboratively
Confidentiality, sharing information and data protection
Roles and responsibilities in schools and ethos, mission, aims and values
B1
B2
B3
Expected pattern of development from birth to 19 years
Factors that influence development
Monitoring development
9.15AM 11.45AM
12.15PM 2.45PM
5.30PM 8.00PM
Support Assessment & Learning Principles of Child Development Synthetic Phonics Assessment in Early Years
COURSE TIMETABLE
Tuesday
Wednesday
Thursday
Friday
03-Feb
04-Feb
05-Feb
06-Feb
07-Feb I2 Roles of creative activities in enhancing learning and development
9.15AM 11.45AM
12.15PM 2.45PM
KEY:
Monday
I1
E1
E2
E3
I3
Importance of creativity and imagination for development
How to communicate with children and young people
Sharing creative learning experiences
Supporting children's speech, language and communication
Importance of talking and listening activities for learning and development
B4
B5
B6
Early intervention to support speech, language and communication needs
Potential effects of transitions on development
Understanding the term Special Educational Needs
A1
A2
A3
Role of a Teaching Assistant (Starts at 5.15PM)
Structure of education from early years to post-compulsory
Roles and responsibilities in schools and ethos, mission, aims and values
Monday
Tuesday
Wednesday
Thursday
Friday
10-Feb
11-Feb
12-Feb
13-Feb
14-Feb
J1
J2
J3
A2
Introduction to Special Educational Needs (SEN)
Autism in context
Theories, history and representation of autism
Structure of education from early years to post-compulsory
A1
F1
F2
F3
A3
Role of a Teaching Assistant (Starts at 12.00PM)
Promoting equality and diversity
Impact of prejudice and discrimination
Supporting inclusion and inclusive practice
Roles and responsibilities in schools and ethos, mission, aims and values
C1
C2
C3
5.30PM 8.00PM
The Role of a Teaching Assistant Child & Young Person Development Safeguarding & Wellbeing Developing Professional Relationships
9.15AM 11.45AM
Communicating with Children Promoting ED & I
12.15PM 2.45PM
Health & Safety 5.30PM 8.00PM
Legislation and procedures Working in partnership with for safeguarding other organisations
Ensuring children’s safety and protection
Monday
Tuesday
Wednesday
Thursday
Friday
17-Feb
18-Feb
19-Feb
20-Feb
21-Feb
J4
J5
J6
M1
Positive behavioural support for autistic individuals
Interventions and support available for autistic individuals
Safeguarding in autism
The principles of a child’s development
G1
G2
G3
9.15AM 11.45AM
12.15PM 2.45PM
5.30PM 8.00PM
Planning and providing safe Recognising and managing environments risks
Responding to accidents, incidents, emergencies and illness
N1
C4
C5
C6
Synthetic phonics
Responding to concerns of abuse or harm
Responding to concerns of bullying
Working with children to support their safety and wellbeing
KEY: Personal Development Learning Through Play Special Education Needs Behavioural Support
Monday
Tuesday
Wednesday
Thursday
Friday
24-Feb
25-Feb
26-Feb
27-Feb
28-Feb
K1
K2
K3
A2
Policies and procedures for promoting positive behaviour
Promoting positive behaviour
Responding to challenging behaviour
Structure of education from early years to post-compulsory
A1
H1
H2
H3
A3
Role of a Teaching Assistant (Starts at 12.00PM)
Understanding what is required for competence in your role
Reflecting on practice and evaluating own performance
Using learning opportunities
Roles and responsibilities in schools and ethos, mission, aims and values
O1
D1
D2
D3
Use of assessment in early years settings
Developing positive relationships
Working collaboratively
Confidentiality, sharing information and data protection
9.15AM 11.45AM
12.15PM 2.45PM
5.30PM 8.00PM
Support Assessment & Learning Principles of Child Development Synthetic Phonics Assessment in Early Years
COURSE TIMETABLE
The Role of a Teaching Assistant
Tuesday
Wednesday
Thursday
Friday
03-Mar
04-Mar
05-Mar
06-Mar
07-Mar L2
9.15AM 11.45AM
12.15PM 2.45PM
KEY:
Monday
Assessment strategies to promote learning
L1
I1
I2
I3
L3
The purpose and characteristics of assessment for learning
Importance of creativity and imagination for development
Roles of creative activities in enhancing learning and development
Importance of talking and listening activities for learning and development
Reviewing assessment for learning
E1
E2
E3
How to communicate with children and young people
Sharing creative learning experiences
Supporting children's speech, language and communication
A1
A2
A3
Role of a Teaching Assistant (Starts at 5.15PM)
Structure of education from early years to post-compulsory
Roles and responsibilities in schools and ethos, mission, aims and values
Monday
Tuesday
Wednesday
Thursday
Friday
10-Mar
11-Mar
12-Mar
13-Mar
14-Mar
A4
A5
A6
A2
Legislation affecting schools
Purpose of school policies and procedures
Wider context in which schools operate
Structure of education from early years to post-compulsory
A1
J1
J2
J3
A3
Role of a Teaching Assistant (Starts at 12.00PM)
Introduction to Special Educational Needs (SEN)
Autism in context
Theories, history and representation of autism
Roles and responsibilities in schools and ethos, mission, aims and values
F1
F2
F3
Promoting equality and diversity
Impact of prejudice and discrimination
Supporting inclusion and inclusive practice
5.30PM 8.00PM
Child & Young Person Development Safeguarding & Wellbeing Developing Professional Relationships Communicating with Children Promoting ED & I
9.15AM 11.45AM
12.15PM 2.45PM
Health & Safety 5.30PM 8.00PM
Monday
Tuesday
Wednesday
Thursday
Friday
17-Mar
18-Mar
19-Mar
20-Mar
21-Mar
B1
B2
B3
A2
Expected pattern of development from birth to 19 years
Factors that influence development
Monitoring development
Structure of education from early years to post-compulsory
A1
J4
J5
J6
A3
Role of a Teaching Assistant (Starts at 12.00PM)
Positive behavioural support for autistic individuals
Interventions and support available for autistic individuals
Safeguarding in autism
Roles and responsibilities in schools and ethos, mission, aims and values
M1
G1
G2
G3
9.15AM 11.45AM
12.15PM 2.45PM
5.30PM 8.00PM
The principles of a child’s development
Planning and providing safe Recognising and managing environments risks
Your Skills Bootcamp lasts for a maximum of 16 weeks*. This is a rolling schedule and further dates following a similar pattern will be released on a regular basis. *Your success coach will inform you of your expected completion date at enrolment.
KEY:
Responding to accidents, incidents, emergencies and illness
Personal Development Learning Through Play Monday
Tuesday
Wednesday
Thursday
Friday
24-Mar
25-Mar
26-Mar
27-Mar
28-Mar
B4
B5
B6
N1
Early intervention to support speech, language and communication needs
Potential effects of transitions on development
Understanding the term Special Educational Needs
Synthetic phonics
O1
K1
K2
K3
Use of assessment in early years settings
Policies and procedures for promoting positive behaviour
Promoting positive behaviour
Responding to challenging behaviour
H1
H2
H3
Understanding what is required for competence in your role
Reflecting on practice and evaluating own performance
Using learning opportunities
9.15AM 11.45AM
12.15PM 2.45PM
5.30PM 8.00PM
Special Education Needs Behavioural Support Support Assessment & Learning Principles of Child Development Synthetic Phonics Assessment in Early Years
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