Diploma in Support Teaching


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Diploma in Support Teaching

Why Oxford Learning College


Teaching support staff in schools fall under several titles including Classroom Assistant, School Assistant, Special Needs Assistant, Learning Support Assistant and Individual Support Assistant. The roles within each ‘title’ carry slightly different responsibilities and work but all these roles require similar underpinning knowledge, understanding and training.

This course aims to present theory and knowledge which will facilitate those working in or seeking to work in a classroom setting alongside teachers, supporting competency skills and expertise.

The course will be based on learning outcomes which are given at the beginning of each module. and these provide students with a ‘checklist’ of topics and issues that they should feel confident in on completion of each section of a module.

At the end of each module is an assignment which will be a mixture of short answer questions and essay style responses. Within module 1 you will be offered guidance on how to evaluate material and write in different styles.

Once completed, the course will be subject to an online examination.


Module 1: Introduction and ICT (Information, Communication and Technology)

ICT is now a major part of learning at all levels. Therefore this module will look at ICT and the different mediums that teaching assistants may use to support learning. This will include the use of computers, the internet and looking at portfolio based assessment and feedback.

The communication part of ICT is also concerned with personal reflection in order to identify strengths, weaknesses and explore practice in order to maintain standards and advance professional development. Therefore this module will look at SWOT analysis, reflective practice and continued professional development, as well as general issues of communication.


Module 2: Supporting learning activities

Supporting learning activities includes supporting teachers, other educational staff and students. This is probably the most important part of the teaching assistant’s role.

In this unit we look at what is needed in order to plan, support and evaluate learning activities in whatever setting they may take place.

We will discuss the possible problems you may encounter and how to deal with these; including how to build relationships, strategies and policies etc.


Module 3: Understanding Child Development

This module builds on module 2, We will look at child development and learning in some detail. The module also looks at how child development influences cognition and learning. Therefore there will be some anatomy, physiology and psychology within this unit, together with evaluation of theories.

The intention of this unit is to give students the opportunity to develop observational skills and the competency to analyse different contexts and situations in order to formulate an appropriate action or activity.

The module will also include reference to legislation regarding safety, protection and confidentiality.


Module 4: Child Safety and Protection

Working with children requires that you know about procedures and policies within your particular working environment with regard to keeping children safe from harm and provision of a suitable environment. Therefore in this module we will be evaluating the different legislation in place and how this affects the responsibilities and day to day activities of the teaching assistant.

One of the key frameworks in place and that will be discussed is the Every Child Matters Framework.

On completion of this module you should be able to identify key legislation and describe what your own role and responsibilities are within the framework. This will include everything from safeguarding children, manual handling, hygiene practices and reporting procedures.


Module 5: Understanding relationships

Building relationships is a key skill within any educational setting. We will have discussed this briefly in module 2 but here we look at the underpinning theories and psychological background. Positive learning experiences is dependent on positive relationships; therefore we look at communication in detail, for example listening, body language etc. these were briefly covered in module 1 but here we look at how communication takes place at different ages. This will involve exploring how language develops, challenges of non-English speaking students, cultural considerations, and the differences when communicating with children compared to young adults.


Module 6: Literacy and numeracy activities

Whether your role includes helping with numeracy and literacy activities or not, you will at some point need to be involved with these in your student support.

This module discusses how literacy and numeracy skills are promoted and the types of activities that are used to help students in this respect.

We will look at how children learn to read, write and comprehend as well as assimilate numbers and simple mathematical problems (although there is not the scope within the course to cover these topics in depth). In addition the module will explore different influencing factors such as setting, student ability and prior learning.


Module 7: Supporting learning through play

Children in their early years learn through play activities. In this module we explore the concepts, theories and models of play, and offer supporting theoretical evidence for evaluation and consideration.

Structured pay activities are designed to facilitate learning in many ways and for specific subjects such as reading and mathematics. The module will look at many example activities and explore the teaching assistant role in this respect. In addition equipment and environment will be discussed.

Children’s imagination is an important tool in the learning process. Play fosters use of imaginative and cognitive processes. Therefore we will spend some time looking at these and assessing the influence different activities have on skills.


Module 8: Supporting performance and assessment activities 

Assessment in either formative or summative forms is integral to education at all levels. This module will first define and discuss formative and summative assessment and then look at the role of teaching assistants in these processes.

You will explore different techniques such as observation of social and emotional skills, how to evaluate language and communication skills both with staff and other children.

The module will also discuss how these observations are reported and discussed with teaching staff.

In addition and for information we will briefly look at summative assessment and how this may affect the teaching assistant role.


Module 9: Supporting special educational needs

Many students in mainstream education have special educational requirements because of disabilities, learning problems or other contributing factors.

Teaching assistants in this field may be required to support and liaise with parents, guardians, social workers and other professionals in order to assess progress and develop appropriate actions and activities.

This module will explore some special education requirements examples together with the legislation which governs provision of these services within educational establishments.

We will also look at special skills requirements and training.


Module 10: Supporting learners in special environments (for example therapy, tests and examinations)

There is a vast array of different situations where the teaching assistant may be required to support learning and these might be outside the ‘normal’ educational environment. For example you may be required to support learning in therapy sessions as these may be part of the learning programme. This module will look at the supporting legislation and special skills requirement, such as reporting and documenting.

Invigilating or supervising students during tests and examinations is a common part of the teaching assistance role. The module will look at the processes within the test or examination process and examine the protocols to be observed and skills required for this role.

At the end of this unit a brief overview of the course will be presented.

Entry Requirements

All students must be 16 years of age and above.

Level 3 Diploma courses require a minimum prior learning to GCSE standard in order that students can manage their studies and the assumed knowledge within course content.

Study Hours

Approximately 20 hours per unit

Assessment Method

Final online multiple choice examination.

Please note that you can enrol on this course at anytime.


Diploma in Support Teaching

This course is Quality Assured by the Quality Licence Scheme
Quality Assured by QLS

At the end of this course successful learners will receive an e-Certificate from Oxford Learning College. There is also the option to purchase an Embossed Certificate and also a certificate from ABC Awards for the qualification.

The course has been endorsed under the ABC Awards Quality Licence Scheme. This means that Oxford Learning College has undergone an external quality check to ensure that the organisation and the courses it offers, meet certain quality criteria. The completion of this course alone does not lead to an Ofqual regulated qualification but may be used as evidence of knowledge and skills towards regulated qualifications in the future.

The unit summary can be used as evidence towards Recognition of Prior Learning if you wish to progress your studies in this sector. To this end the learning outcomes of the course have been benchmarked at Level 3 against level descriptors published by Ofqual, to indicate the depth of study and level of demand/complexity involved in successful completion by the learner.

The course itself has been designed by Oxford Learning College to meet specific learners' and/or employers' requirements which cannot be satisfied through current regulated qualifications. ABC Awards endorsement involves robust and rigorous quality audits by external auditors to ensure quality is continually met. A review of courses is carried out as part of the endorsement process.

ABC Awards is a leading national Awarding Organisation, regulated by Ofqual, and the Welsh Government. It has a long-established reputation for developing and awarding high quality vocational qualifications across a wide range of industries. As a registered charity, ABC Awards combines 180 years of expertise but also implements a responsive, flexible and innovative approach to the needs of our customers. Renowned for excellent customer service, and quality standards, ABC Awards also offers Ofqual regulated qualifications for all ages and abilities post-14; all are developed with the support of relevant stakeholders to ensure that they meet the needs and standards of employers across the UK.

How can I progress

For more information on how to progress after completing this course, please click here

Additional Information

You will receive a certificate from the College. A digital version is included in the price and will be emailed to you within 5 days of taking your online exam.

Should you require an embossed hard copy of your certificate to be sent to you by Special Delivery post, you can order this separately after taking your exam.

The course can be enrolled upon by students Internationally. There are no deadlines for enrolments.

To view the differences between our qualifications, please click HERE

What's Included

Online study materials to enable the student to successfully complete the Diploma. Support is provided by the tutor department for the duration of the course (1 year). Certification upon completion. All examination fees.

Course Fee


Payment by Instalments

Students are able to pay course fees in monthly instalments. Click here to download our instalment plan.

Further Information

The Quality Assured Diploma is a Level 3 equivalent on the National Qualifications Framework. The Diploma is a 1 year course which is self study and is examined by online examination. The Diploma is awarded by Oxford College. Upon completion of the course you will receive certification awarded by Oxford College.

The Level 3 Diplomas require a minimum prior learning to GCSE standard in order to for students to manage study and the assumed knowledge within course content.

They provide an ability to gain and apply a range of knowledge, skills and understanding in a specific subject at a detailed level. Level 3 qualifications such as A levels, NVQ3, BTEC Diplomas etc. are appropriate if you plan to progress to university study.

Level 3 Diploma courses can assist you in career development, continued professional development, personal development, and provision of a basis for further study.

Progression from Level 3 is to specialist learning and detailed analysis of a higher level of information (for example university level study, Diploma Level 5 study).

Your course is delivered online via the Oxford Learning On Campus website.

This is a flexible learning course, so the more time you have to commit to your studies, the sooner you are able to complete.

In the student 'On Campus' you are also able to take part in the student chat room and forums as part of our online student community.

After enrolling online you will receive your username and password to access the On Campus area within 3 working days.

Materials and support provided by Oxford Learning. Oxford Learning

For more information please visit our FAQ page.

Overall rating 5 out of 5 based on 1 student reviews

I had time left at the end of the exam, I would have liked the option to go back and check through my answers the same I would have done in a written exam. Thankyou

Rating: 5 Stars! [5 of 5 Stars!]

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This product was added to our catalog on Friday 31 December, 2010.

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