Delivery is flexible to suit the individual apprentice and their employer. The apprentice will have a minimum of one tutorial per month either in person in the workplace or remotely via an online meeting. Group sessions may be available on some programmes.

• Level 2 Functional Skills must be achieved prior to end point assessment (this content will be blended into the apprentice's study programme if it is required).
• Apprentices must be employed in order to study for this qualification. Please see our Apprenticeship vacancies.
• The apprentice must be at least 16 years of age.

• Understanding how pupils learn and develop: 
  • Understand the need to provide feedback to support and facilitate an appropriate level of independence.
  • Comprehend appropriate levels of learning resources to identify and help address weakness, consolidate strengths and develop individualised expectations.
  • Recognise different stages of child development through school.
• Technology:
  • Recognise the importance of using appropriate technology to support learning.
• Working with teachers to understand and support assessment for learning:
  • Understand the need to accurately observe, record and report on pupil’s participation, conceptual understanding and progress to improve practice and assessment for different groups of pupils.
  • Understand the school’s assessment procedures for benchmarking against targets set by the class teacher.
  • Be familiar with assessment materials.
• Curriculum:
  • Have appropriate knowledge of the curriculum and context you are working in.
• Keeping children safe in education: 
  • Understand current statutory guidance including ‘Keeping Children Safe in Education’ Part One, safeguarding policies and Prevent Strategy.
  • Understand the importance of sharing relevant information in a timely manner with the designated safeguarding lead.
  • Understand the importance of first aid procedures, recording/reporting incidents and have a broad knowledge of health and safety policies.

• Developing strategies for support: 
  • Develop strategies to support and encourage pupils to move towards independent learning.
  • Use appropriately varied vocabulary to ensure pupils’ understanding.
  • Embed effective behaviour management strategies using discipline appropriately and fairly in line with the school’s policy.
  • Deliver interventions in accordance with training given (RAG rating).
  • Foster and encourage positive, effective, nurturing and safe learning environments, inspiring pupils to take pride in and learn from their individual achievements.
  • Recognise, adapt and respond to all pupils encompassing SEN/emotional vulnerabilities, for example, use Makaton, visual timetables.
• Communication and team work: 
  • Work closely with teachers to ensure own contribution aligns with the teaching.
  • Ensure regular communication with teachers to provide clarity and consistency of role within lesson.
  • Deliver/lead small group teaching within clearly defined/planned parameters using initiative, sensitivity and understanding.
  • Build appropriate relationships with colleagues, pupils, parents, adults and stakeholders.
  • Comply with policy and procedures for sharing confidential information.
  • Know when and where to seek advice.
  • Implement current statutory guidance including ‘Keeping Children Safe in Education’ Part One, safeguarding policies and Prevent Strategy.
  • Undertake safeguarding training every three years.
  • Support pupils’ well-being whilst embedding the importance of online safety.
• Working with teachers to accurately assess: 
  • Contribute to a range of assessment processes and use information effectively, for example, written records.
  • Use specific feedback to help pupils make progress.
  • Apply good subject knowledge to support accurate assessment.
• Using technology: 
  • Use school computer systems, including specialist software and relevant technology competently and effectively to improve learning.
  • Ensure pupils use technology safely.
• Problem solving/ability to motivate pupils: 
  • Use a range of strategies including scaffolding and open questioning skills to enable pupils to access and engage in learning.
  • Recognise the difference between pastoral and academic issues.
  • Model good behaviour for learning.

• Building relationships/embracing change: 
  • Flexibility, trust, professional conduct, confidentiality and being respectful.
  • Promote the school’s efforts to build positive behaviour for learning.
  • Promote and exemplify positive behaviour.
  • Uphold the school ethos.
  • Be enthusiastic and open to new ideas.
• Adding value to education:
  • Praise, provide constructive and specific feedback and support pupils, helping them to achieve their maximum potential socially, emotionally and academically through peer marking and reflection.
• Promoting equality, diversity and inclusion: 
  • Keep pupils at the centre of everything.
  • Promote community cohesion and cultural diversity encompassing a full understanding of the school’s ethos.
• Professional standards and personal accountability:
  • Demonstrate professional relationships in line with the staff handbook.
  • Be diplomatic.
  • Be a positive role model.
  • Maintain confidentiality.
  • Optimise learning opportunities, reflect on personal development and demonstrate a willingness to learn and improve personal skill set.
• Team working, collaboration/engagement: 
  • Work collaboratively and constructively with the whole school team.
  • Engage professionally, as appropriate, with outside professionals.

This apprenticeship does not feature any external qualifications.

• Practical observation with questions and answers
• Professional discussion with portfolio