T Levels focus on vocational skills and can help students into skilled employment, higher study or apprenticeships. Each T Level includes an in-depth industry placement that lasts at least 45 days. Students get valuable experience in the workplace; employers get early sight of the new talent in their industry.
This occupation is found in primary, secondary, special schools, alternative provision, and further education institutions such as sixth forms and colleges. Teaching Assistants work across all age ranges, supporting all learners.
The broad purpose of the occupation is to support the class teacher to enhance learners’ progress and development either in groups or individually. Teaching Assistants ensure that learners understand their work, know their learning objectives, and display positive learning behaviours in order to make progress. They deliver individual and small group teaching and apply a range of strategies to support learners of different abilities under the professional direction and supervision of a qualified teacher. Teaching Assistants may support learners with special educational needs and disabilities and learners with social, emotional, and mental health vulnerabilities.
In their daily work, an employee in this occupation may interact with all learners. This includes but is not limited to high attaining, SEND, EAL, and disadvantaged learners. Teaching Assistants will also work in partnership with teachers and other professionals within the school and education system, as well as with learners’ parents or carers.
An employee in this occupation will be responsible for delivering individual and small group teaching and adapting planning under the direction of a teacher; implementing safeguarding policies and safe practice; working effectively with other education professionals; promoting positive learning behaviours; and supporting the development of a safe and stimulating learning environment. They will work within a framework of national legislation regarding safeguarding, and within the policies and procedures of their individual education organisations.
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Duty 1 Contribute to the overall ethos and aims of the organisation and promote diversity, inclusion, equality and acceptance of all learners in line with school policies, including by challenging stereotyped views, bullying or harassment. |
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Duty 2 Implement safeguarding polices and safe practice, including online safety, in line with legislation, policies, and procedures including maintaining confidentiality. |
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Duty 3 Work in partnership and liaise with other professionals (such as the teaching staff, SENDCo, or external advisors) and parents/carers to support all learners’ learning. |
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Duty 4 Reflect on their own practice and identify appropriate professional development opportunities with the support of colleagues. |
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Duty 5 Understand the specific needs of learners and use strategies to support all learners to achieve their learning goals. |
K1 K2 K4 K5 K7 K9 K10 K12 K14 K15 K16 |
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Duty 6 Promote engagement and teach learning behaviours to support the development of independent learners. |
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Duty 7 Establish positive relationships with learners and promote positive behaviours, consistently applying the school’s behaviour policy. |
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Duty 8 Support the social, emotional, mental health, wellbeing and personal care of all learners in line with organisational policy and procedures. |
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Duty 9 Deliver individual and small group teaching within clearly defined/planned parameters in partnership with the teacher and other professionals. |
K2 K3 K4 K7 K8 K9 K10 K12 K13 K14 |
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Duty 10 Contribute to assessment and planning by supporting the monitoring, recording, and reporting of learner outcomes and participation as agreed with the teacher. |
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Duty 11 Support the development of a stimulating and safe learning environment by contributing to the selection and preparation of teaching resources that meet the diverse needs and interests of learners. |
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Duty 12 Support or lead enrichment activities for example visits, out of school activities and in school clubs. |
K1: The importance of providing feedback.
Back to Duty
K2: The learning resources available to support learners and how to use them.
Back to Duty
K3: The stages of development for children and young people.
Back to Duty
K4: The principles of target setting to support the next steps in learning.
Back to Duty
K5: The impact of transition on learners and strategies to support them.
Back to Duty
K6: How technology can support learning.
Back to Duty
K7: The learning, assessment, and feedback cycle.
Back to Duty
K8: Methods of formative assessment.
Back to Duty
K9: Methods of observing, recording, and reporting.
Back to Duty
K10: The curriculum intent, how it is implemented, and the intended impact.
Back to Duty
K11: Prevent, safeguarding and health & safety legislation, guidance, and procedures.
Back to Duty
K12: Teaching strategies to deliver learning activities and interventions (for example, scaffolding, open questioning).
Back to Duty
K13: How to adapt communication strategies to suit the audience and context.
Back to Duty
K14: Types of learning intervention.
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K15: How to support learner’s well-being, mental health and pastoral needs, including referral to other professionals or services.
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K16: The pastoral and academic behaviours learners will display.
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K17: The impact of enrichment activities on learners.
Back to Duty
S1: Apply strategies to support and encourage the development of independent learners.
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S2: Adapt communication strategies for the audience and context.
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S3: Apply behaviour management strategies in line with organisational policy.
Back to Duty
S4: Adapt resources to support all learners.
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S5: Communicate with teachers to ensure clarity of the TA’s role.
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S6: Apply teaching strategies to deliver learning activities or interventions.
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S7: Build relationships with learners, teachers, other professionals and stakeholders.
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S8: Comply with legislation, guidance, and procedures for Prevent, safeguarding and health & safety.
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S9: Support the well-being and mental health of learners.
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S10: Observe, record, and report on learners in line with organisational procedures.
Back to Duty
S11: Apply methods of formative assessment.
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S12: Use up to date technology safely, to support learning.
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S13: Encourage safe use of technology by learners.
Back to Duty
S14: Adapt teaching strategies to support all learners (for example, scaffolding, open questioning).
Back to Duty
S15: Identify and respond to pastoral and academic behaviours in learners.
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S16: Provide feedback to learners.
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B1: Act professionally and respectfully with the whole school community.
Back to Duty
B2: Be a positive role model, upholding and exemplifying the organisation's values.
Back to Duty
B3: Respect and promote equality, diversity, and inclusion.
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B4: Be committed to improving their own delivery through reflective practice.
Back to Duty
B5: Engage with research to establish best practice.
Back to Duty
B6: Work collaboratively and constructively with the whole school community.
Back to Duty
Qualification type: T Level
Qualification level: 3
Awarding organisation: NCFE
Approval date: 01/04/2020
Available from: 01/09/2020
Occupational specialism: Assisting teaching
ST0454 Teaching assistant
Qualification type: TQ
Qualification level: 3
Awarding organisation: AIM Qualifications and Assessment Group
Approval date: 07/03/2024
Occupational pathway: N/A
Qualification category: Occupational entry technical qualifications
Age range: Adults only
Work placement: Yes
ST0454 Teaching assistant
Qualification type: TQ
Qualification level: 3
Awarding organisation: City and Guilds of London Institute
Approval date: 08/02/2024
Occupational pathway: N/A
Qualification category: Occupational entry technical qualifications
Age range: Adults only
Work placement: Yes
ST0454 Teaching assistant
Qualification type: TQ
Qualification level: 3
Awarding organisation: Pearson Education Ltd
Approval date: 08/02/2024
Occupational pathway: N/A
Qualification category: Occupational entry technical qualifications
Age range: Adults only
Work placement: No
ST0454 Teaching assistant
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