Higher Level Teaching Assistants
Description
Higher level teaching assistants (HLTA’s) assist teachers with their day-to-day classroom work, the provision and planning of and the creation of lesson materials. HLTA’s teach classes on their own and may be trained in relevant learning strategies such as literacy. They may support students with special/additional needs and work in special and additional needs schools.
Tasks
- Assists with development of lesson plans and materials assists teacher with preparation or clearing up of classroom gives lessons to classes and individual students independently of the teacher assess, record and report on pupils' progress manages and supports other teaching assistants listens to children read, reads to them or tells stories assists children with washing or dressing for outdoor and similar activities makes simple teaching aids and constructs thematic displays of educational material or children’s work helps with outings and other out-of-classroom activities
Entry Requirements
Entrants must achieve Higher Level Teaching Assistant status. Academic qualifications may be required by some employers and significant relevant experience is usually necessary. NVQs at Level 4 are available. A DBS check is mandatory.
Case Study
Jerome Angus
Hospitality Supervision & Leadership - Level 3 Diploma
Jerome says: "I chose to study at Merton College because it has excellent facilities for my Hospitality & Catering course. The College is very welcoming and my tutors are very supportive. As part of my course, I deliver a service to customers that visit the Taste Restaurant and I really enjoy interacting with them. We regularly host events and I like working as a team to co-ordinate these events. For example, we are often visited by members of the local community who come to the restaurant for lunch."
Once Jerome has completed his Diploma, he intends to study a Higher Level Apprenticeship in Hospitality and work for a major restaurant chain. His ultimate goal is to own a chain of restaurants one day.
