Description

Qualification Overview

The Focus Awards Level 2 Certificate in Supporting Teaching and Learning in Schools (RQF) is aimed at those members of the school workforce who directly support the teaching and learning of pupils.

The qualification provides the knowledge and understanding needed to work directly with children or young people in supporting the assessment for learning, developing relationships, promoting equality and diversity and understanding how to safeguard the wellbeing of children and young people.

Qualification Type

The Focus Awards Level 2 Certificate in Supporting Teaching and Learning in Schools (RQF) has been accredited on the Regulated Qualification Framework (RQF). The RQF framework gives learners the opportunity to get the qualifications they need, in a way that suits them. RQF qualifications are designed with the help of employers so learners can be assured that they’re gaining skills that employers are looking for.

The RQF:

• Recognises smaller steps of learning and enables learners to build up qualifications bit by bit
• Helps learners achieve skills and qualifications that meet industry needs
• Enables work-based training to be nationally recognised.

Learner Entry Requirements

There are no specific entry requirements for this qualification.

Focus Awards does not set any other entry requirements but training providers or colleges may have their own guidelines.

Progression Routes

Learners wishing to progress from this qualification can undertake the following qualifications:

•  Level 3 Certificate in Cover Supervision of Pupils in Schools
• Level 3 Diploma in Specialist Support for Teaching and Learning in Schools
• Level 3 Certificate in Supporting Teaching and Learning in Schools
• Level 3 Award in Supporting Teaching and Learning in Schools

Qualification Structure

To successfully achieve the Level 5 Diploma in Education and Training learners must achieve 75 credits from 4 Mandatory Units and 45 credits from the Optional Units totaling in a 120 credits. At least 6 credits must be at level 5.

Leaner Entry Requirements

Learners should be competent in literacy and numeracy to help with elements of communication. This is at the discretion of the center as they may decide to use diagnostic testing methods to ascertain how they can support learners.

Minimum core of literacy, language, numeracy and ICT

The minimum core of literacy, language, numeracy and ICT details the knowledge, understanding and personal skills in English, mathematics and ICT expected of all teachers in the sector. The minimum core document comprises three sections

•  Language and literacy
• Numeracy
• Information and communication technology (ICT)

Each of these sections comprises two parts

Part A knowledge and understanding

• Part B personal skills

Knowledge, understanding and personal skills requirements for literacy, language, numeracy and ICT are included in the teaching qualifications. Details can be found in the document, Addressing Literacy, Language, Numeracy and ICT needs in education and training: Defining the teacher education programmes .

Elements of the minimum core should be selected appropriate to the context and needs of each cohort of trainee teachers. The selected elements should be delivered and assessed across the following mandatory units

Teaching, learning and assessment in education and training (Level 4)

• Developing teaching, learning and assessment in education and training (Level 5)

Requirements for personal skills in English, Mathematics and ICT elements

All trainee teachers joining this qualification programme should undertake an initial assessment of skills in English, mathematics and ICT. If trainees join the qualification programme having already completed a Level 3 Award in Education and Training or a Level 4 Certificate in Education and Training, their record of development needs and any previous actions taken to address them should inform opportunities to continue the development of these skills as required by the appropriate minimum core elements.

Opportunities to develop these personal skills should be made available across the mandatory units as a minimum throughout a teacher education programme. Teacher education teams should ensure that the personal skills developed by trainees are those most appropriate for their professional role.