Supporting Teaching and Learning in Schools

Learning Programme Content

The Learning Programme provision shall comprise of three mandatory elements:
•    Qualifications,
•    Essential Skills
•    On/off the job training

The total minimum credit value required for the Level 2 Pathway Supporting Teaching and Learning in Schools is 48 credits.

The total minimum credit value required for the Level 3 Pathway Supporting Teaching and Learning in Schools is 62 credits.
 

Entry requirements

Apprentices must be keen to work in the sector to support teaching and learning in schools. They should have attention to detail and be willing to work in a team environment, whilst also being willing to work using their own initiative when required, together with an interest in, and commitment to working with children and/or young people.

There is no specific requirement for individuals to achieve the level 2 Foundation Apprenticeship before embarking on the level 3 Apprenticeship. However, employers and learning providers will need to satisfy themselves that individuals embarking directly onto level 3 have the appropriate skills, experience and personal attributes for the level of work and study required.

Apprenticeship pathway learning programme(s)

Level 2: Supporting Teaching and Learning in Schools

Level 2: Supporting Teaching and Learning in Schools Qualifications

Participants must achieve one of the following combined qualification(s) below.

Please see Annex 1 for the relationship between the competence and knowledge units within the combined qualification.

Essential Skills Wales (ESW)

Essential Skills Wales qualifications assessment languages are English-Welsh

On/Off the Job training

On/Off the Job Qualification details (Minimum Credit & Hours)

Level 2 Certificate in Supporting Teaching and Learning in Schools - 30 credits

A combined programme of on and off-the-job training must be completed as part of the apprenticeship over an average period of 12 months / 398 GLH.

On/Off the Job Essential Skills details (Minimum Credit & Hours)

• 6 credits/60 GLH Level 2 Essential Skills Wales Communication
• 6 credits/60 GLH Level 1 Essential Skills Wales Application of Number
• 6 credits/60 GLH Level 1 Essential Skills Wales Digital Literacy

Level 3: Supporting Teaching and Learning in Schools

Level 3: Supporting Teaching and Learning in Schools Qualifications

Participants must achieve one of the following combined qualifications below.

Please see Annex 2 for the relationship between the competence and knowledge units within the combined qualification.

Essential Skills Wales (ESW)

Essential Skills Wales qualifications assessment languages are English-Welsh

On/Off the Job training

On/Off the Job Qualification details (Minimum Credit & Hours)

Level 3 Diploma in Specialist Support for Teaching and Learning in Schools – 44 Credits

A combined programme of on and off-the-job training must be completed as part of the apprenticeship over an average period of 18 months / 455 GLH.

On/Off the Job Essential Skills details (Minimum Credit & Hours)

• 6 credits/60 GLH Level 2 Essential Skills Wales Communication
• 6 credits/60 GLH Level 2 Essential Skills Wales Application of Number
• 6 credits/60 GLH Level 2 Essential Skills Wales Digital Literacy

Other additional requirements

The Apprenticeship will involve working with children/young people and/or vulnerable adults, entrants must complete the compulsory Criminal Records Bureau (CRB) check.

Progression

Achievement of an Apprenticeship in Supporting Teaching and Learning in Schools will equip individuals with the skills and knowledge needed to fulfil this important and valued role within schools. Employment opportunities exist within primary (including foundation stage/phase), special and secondary schools in both the state and independent sector. It will also prepare the individual for further training, qualifications and career progression according to their career aspirations and available job opportunities.

There will be increasing opportunities for apprentices to take on a wider range of responsibilities. Opportunities also exist to move into other roles within the school workforce, e.g. learning mentors or ICT technicians; and to roles across the wider children’s workforce, e.g. child care, play work or youth work.

There is now a clear career progression route from learning support roles in Wales to Higher Level Teaching Assistant (HLTA) status and foundation degrees. Those able to meet the initial teacher training (ITT) entry requirements can go on to achieve qualified teacher status (QTS). There are also opportunities to take on new roles such as cover supervision and examination invigilation. Career progression opportunities to and from other support roles in schools such as midday supervision, technician or learning mentor are also more readily available, as well as progression or transfer opportunities to work in other areas of the wider children’s workforce.

Foundation degrees are available in a wide range of subjects, and some may provide a suitable basis for the Registered Teacher Programme (RTP) that allows suitably employed candidates to complete their degree and qualify as a teacher at the same time. A number of foundation degrees are designed specifically for those supporting teaching and learning in schools.

Level 2: Supporting Teaching & Learning in Schools

Progression opportunities for those successfully completing a Foundation Apprenticeship in Supporting Teaching and Learning in Schools include:

• Level 3 Apprenticeship in Supporting Teaching and Learning in Schools for those who have potential and opportunity to work at this level;
• Level 3 qualifications in Supporting Teaching and Learning in Schools;
• Level 2 and 3 qualifications in Children’s Care, Learning and Development, Play work or Youth work for those wishing to transfer to other areas of working with children and young people; and
• Level 2 Certificate for the Children’s and Young People’s Workforce;
• Level 3 Diploma for the Children’s and Young People’s Workforce, for those with appropriate experience.

 Level 3: Supporting Teaching & Learning in Schools

For those successfully completing an Apprenticeship in Supporting Teaching and Learning in Schools, progression opportunities include:

• Training and/or assessment for Higher Level Teaching Assistant (HLTA) status;
• Level 3 Diploma for the Children’s and Young People’s Workforce for those with appropriate experience;
• Level 4 qualifications in a relevant area;
• Foundation Degrees; and
• Those able to meet the initial teacher training (ITT) entry requirements can go on to achieve qualified teacher status (QTS)

Equality and diversity

It is important that apprenticeship Pathways are inclusive and can demonstrate an active approach to identifying and removing barriers to entry and progression. Pathways should advance equality of opportunity between persons who share protected characteristics and those persons who do not as identified in the Equality Act 2010.

The Protected characteristics identified in the Equality Act are age, disability, gender re-assignment, race, religion or belief, sex, sexual orientation, pregnancy and maternity. Marriage and civil partnership is also included although only in respect of the requirement to eliminate discrimination in employment.

Training providers and employers MUST also comply with the other duty under the Equality Act 2010 to ensure that applicants are not discriminated against in terms of entry to the industry based upon those nine protected characteristics.

Apprenticeships are seen as a vital route to encourage a greater diversity of individuals into the sector and so the pathway has been designed to support this:

• Entry conditions to this pathway have been made flexible;
• Mentoring has been included to offer additional support and increase retention of apprentices;
• The knowledge element of the combined qualifications at level 2 and level 3 include units relating to equality, diversity and inclusion, i.e.
• Foundation Apprenticeship (level 2): Equality, diversity and inclusion in work with children and young people (D/601/3321); Apprenticeship (level 3): Promote equality, diversity and inclusion in work with children and young people (M/601/4070); and
• Equality and diversity training is an integral part of the apprentice’s learning programme in relation to ERR.

Where lack of literacy and numeracy qualifications are identified as a barrier to employment, support through the apprenticeship training model to secure qualifications removes this barrier.

Those employed to support teaching and learning in schools are predominantly white, female and in the 30+ age range. Implementation should actively seek to address diversity issues.

The National Occupational Standards (NOS) and QCF qualifications on which these pathways are based were developed with the sector to ensure access for as wide a selection of learners as possible.

The principles of equality and diversity relate to all those systems that have the potential to discriminate against apprentices at any point during the programme – from recruitment and selection and induction, through to successful completion.

Employment responsibilities and rights

Employment Responsibilities and Rights (ERR) is no longer compulsory.  But it is recommended that all apprentices (especially the 16 years -18 year group) receive a company induction programme.

Responsibilities

It is the responsibility of the Training Provider and Employer to ensure that the requirements of this pathway are delivered in accordance with the Welsh Government/Medr Apprenticeships Guidance.

Further information may be obtained from: Medr

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