Level 5 Extended
Diploma
in Teaching and Learning Support
Introduction
The ATHE Level Extended 5 Diploma in Supporting Teaching and Learning is a 130-credit Ofqual regulated qualification. Moreover, it has been developed to conform to the requirements of the RQF. This initiative aims to meet the needs of the education sector while responding to the demands of schools, colleges, and training providers. Additionally, it addresses the needs of their teaching and training staff. Consequently, the content of the qualification and the standards provided within it relate directly to the Higher Level Standards for Teaching Assistants. These standards are established by the Department for Education in the UK.
The primary aims of these qualifications are, first and foremost, to assist in the professional development of those supporting teaching and learning. This is particularly important for individuals working as Teaching Assistants at a higher level. Furthermore, these qualifications will develop the knowledge, understanding, and skills needed to improve the quality of support for teaching and training in various settings. As a result, this leads to the maintenance of standards and better outcomes for learners. Moreover, these qualifications aim to embed improved practices, which in turn lead to higher levels of institutional success. Importantly, the achievement of this qualification by Teaching Assistants provides assurance to headteachers, teachers, parents, and other stakeholders. They can be confident that the staff member is working to established standards.
This qualification is a core offering available to existing and interested centres of ATHE.
Grading
This qualification is graded as either a Pass or Fail.
Delivery Mode
This qualification can be delivered in the classroom, via distance learning, or through a blended approach.
Qualification Specification
To view the specification, please click here.
Typical Age
This qualification is designed for learners who are typically aged 20 and above.
Qualifications
For learners who have recently been in education or training, the entry profile is likely to include one of the following:
- a first degree
- a level 4 qualification
- achievement of a nationally recognised qualification at level 2 or above in English/literacy and Mathematics/numeracy
- other equivalent international qualifications
- relevant experience of working with students/participants in assisting teaching/training
Language
For those for whom English is not their first language, we recommend the following standards of proficiency in English language skills or an approved equivalent for this qualification:
- IELTs 5.5
- Common European Framework of Reference (CEFR) B2
- Cambridge English Advanced (CAE) 162 or above
- Pearson Test of English (PTE) Academic 42-49
A learner must achieve 130 credits by passing each of the 9 mandatory units
| Unit Name | Unit Aims | Credits | Group |
|---|---|---|---|
| An Introduction to Education and Training | In this unit, learners will develop knowledge and understanding of the evolution of education and teaching. This includes its philosophy. Additionally, learners will develop an understanding of the roles and responsibilities of teachers. They will also learn about the personal and professional standards required. | 10 | Yes |
| School/College as a Learning Organisation | This unit aims to prepare learners for working in a learning organization. Furthermore, it focuses on supporting teaching and learning. Learners will develop knowledge and understanding of the education system. This includes how schools, colleges, and other providers are organized, along with their roles. Additionally, it will cover the legislative and policy frameworks. | 10 | Yes |
| Roles and Responsibilities of the Teaching Assistant | This unit aims to develop learners’ understanding of the specific roles and responsibilities of the Teaching Assistant. It will focus on working at a higher level and demonstrating the standards required to execute the role effectively. Moreover, learners will understand the relationships between different professionals working in education or training. | 10 | Yes |
| Human Development and Growth | This unit aims to develop knowledge and understanding of the main stages of human development and growth. This includes the period from birth to 19 years. In addition, it will cover how different aspects of development can affect one another. | 15 | Yes |
| Health and Safety and the Well-being of Children and Young People | This unit aims to equip learners with knowledge and understanding of inclusive practices. Consequently, this knowledge will help provide support in delivering holistic development to students with different educational needs. | 15 | Yes |
| Supporting Teaching and Learning | This unit aims to equip learners with the knowledge, understanding, and skills to support teaching and learning activities. Consequently, it requires the learner to show competence in supporting the planning and preparation of teaching and learning. Furthermore, it includes the delivery of different forms of instruction. The learner will also need to provide support in assessing students. This includes setting goals and monitoring progress in achieving them. | 30 | Yes |
| Development of Positive Behaviour in Students | This unit aims to equip learners with the knowledge, understanding, and skills required to manage challenging behaviour. Additionally, it focuses on developing positive behaviour and attitudes in students. | 15 | Yes |
| Inclusive Practices in Education | This unit aims to equip learners with the knowledge, understanding, and skills required to support the health, safety, and well-being of children and young people. Therefore, it will also help meet their individual needs. | 15 | Yes |
| Personal and Professional Development | This unit aims to develop the learner’s understanding of the importance of personal and professional development. It will improve confidence in assessing their personal and professional skills. Consequently, this leads to planning for personal and professional growth and engaging in activities to achieve career goals. | 15 | Yes |
Assessment
The assessment for this qualification comprises three components:
- Formative assessment
- Summative assessment
- Peer assessment
Furthermore, it is crucial to understand that the assessment will vary according to the requirements of each unit. However, it is essential to note that all assessments must be conducted according to the criteria outlined in the unit specifications.