Helping in Schools
The course is set out over 5 Units. The first 4 Units:- Unit 1 Child and Young Person Development Unit 2 Safeguarding the welfare of children and young people Unit 3 Communication and professional relationships with children, young people and adults Unit 4 Equality, diversity and inclusion in work with children and young people are studied during the taught sessions on the course. This will help students gain an understanding of how pupils learn and develop; how laws and procedures protect children; how to develop good interaction with adult and children; and how good policies and procedures address children’s welfare needs. Unit 5 Schools as Organisations is a distance learning Unit to be done independently by the student during the course. This will help students find out more about how schools are organised and the responsibilities of key people.
The aim of the course is to help students gain an understanding of how schools work and how to support children to develop and learn. Students will gain a better understanding of the national school curriculum, how a school is organised and run, and the stages of learning and development. It will also increase skills in communication, self-confidence and classroom management. The course will prepare students to achieve the NCFE Level 2 Award in Support Work in Schools.
Who is the course for?
Learners should already have a Level 1 qualification and demonstrate an ability to work towards a Level 2 qualification. Learners must attend an induction/assessment session before enrolling on the course.
What topics will this course cover
• A self-audit of each student’s knowledge and skills and how they might be used as a helper in school • An introduction to how a school works including the role of the head, teaching and non-teaching staff and the governing body • Information on the laws and policies that impact on how schools are run • Ideas on how to communicate and interact professionally with children and adults • Discussion of the key stages in child development and the impact of transitions • Reflection on the importance of safeguarding, health safety and welfare in practice in schools • Additional Areas to be covered • School Behaviour policies • Practical classroom management skills • Equal opportunities and Celebrating Diversity Special Educational Needs and Inclusion • The importance of confidentiality • Teaching and learning methods and how pupils’ learning is assessed • How displays in school can support teaching and learning • The National Curriculum and the teaching of maths and English • You will also undertake 20 hours voluntary work in school during the duration of the course.
What will it be like?
WEA classes are friendly and supportive. You will be encouraged to work together with your fellow students and tutor. You will be asked to share your ideas and views in the class and work with the group to give and accept feedback in a supportive environment. The WEA tutor will use a range of different teaching and learning methods and encourage you to be actively involved in your learning. You may be asked to undertake work to support your course outside of your class.
By the end of the course I should be able to:
1. Know the main stages of child and young person development and understand the factors affecting development . 2. Know about legislation, guidelines and procedures for safeguarding the welfare of children and young people and how to respond to concerns about abuse or bullying. 3. Know how to interact with and respond to children and young people and adults professionally. 4. Understand the importance of promoting equality of access, diversity and inclusive practices when working with children and young people. 5. Know how different types of schools in the education system are run and managed and how laws, codes of practice and policies impact on their work. These are the intended outcomes and may be revised in discussion with the class. Students are encouraged to think about and identify their own individual outcomes. Detailed learning outcomes for each aspect are provided in the candidate information pack. You will be provided with additional information about the requirements for accreditation during the course.
How will I know I'm making progress?
Learners will be given Discovery Exercises and the information gathered will help them to complete the set tasks for the portfolio of work required to meet the assessment criteria for the Award. Learners will receive continuous feedback on tasks submitted throughout the course. They will also complete a journal at the end of each placement session which will help them to reflect on their learning and how to use what they have learnt in the classroom.
What else do I need to know, do or bring?
Please organise a placement for yourself in a school for 20 hours (preferably 2 hours per week) including a DBS check (if you do not already have one).
Reading and information sources
All reading materials are provided.
What could the course lead to?
The NCFE award is mapped to the National Standards for Supporting Teaching and Learning in Schools and is part of the NCFE level 2 Supporting Teaching and Learning suite. Learners may therefore wish to continue their studies and gain the certificate or extended certificate. What you might do after the course: Continue volunteering in a local school Continue studying for yourself Consider working or training towards work in a school