CYP4113 - The Roles and Duties of a Specialist Teaching Assistant

Objectives:

On successful completion of the module, students will be able to:

1 - Demonstrate an understanding of statutory and non-statutory frameworks relevant to the educational provision, including safeguarding and health and safety.(K1, K2, K3)

2 - Identify and demonstrate skills, capabilities and practice linked to delivering specialist support in chosen pathway of the specialist teaching assistant role(K20)

3 - Reflect on and apply the principles of equity, diversity, and inclusion, and implement strategies to foster an inclusive learning environment.(K4, K25)

4 - Reflect on the importance of effective teamwork and communication with learners, parents, and stakeholders to enhance educational outcomes.(K21, K23, K25)

Content:

The module has been designed to provide a comprehensive foundation for apprentices to develop their knowledge and understanding of the key roles and responsibilities for a Specialist Teaching Assistant within the overarching contemporary policy and regulatory context in which they operate. The module introduces the statutory and non-statutory frameworks, legislation, and policies that govern education, equipping apprentices with a solid understanding of the legal and regulatory context. This includes statutory and non-statutory health, safety and well-being frameworks relevant to the educational provision, including safeguarding. Policies, processes, and procedures related to the collecting, storing, and sharing of information as part of a professional's role will be explored. This foundational knowledge is essential for navigating the complexities of the educational landscape within their daily role, and awareness of the strategies to support and promote resilience in self and others.

Building on this foundation, the module explores inclusive practice in action, emphasising the importance of creating an environment where all learners feel valued and supported. Apprentices will engage with practical strategies that promote inclusivity, ensuring that they can effectively address the diverse needs of their students. Collaboration is a key theme throughout the module, as apprentices learn about working with others both within and outside of schools. This includes fostering parental engagement, which is crucial for supporting student success. By understanding the dynamics of these relationships, apprentices will be better prepared to create a cohesive support network for learners. The module addresses behaviour and relational support strategies, providing apprentices with the tools to manage classroom dynamics and foster positive relationships. This aspect is complemented by a focus on reflective practice, encouraging apprentices to critically evaluate their experiences and continuously improve their approaches.

The module embeds throughout the vital role of the Specialist Teaching Assistant in supporting learners with special educational needs and disabilities (SEND), social, emotional, and mental health (SEMH) challenges, and in delivering the curriculum. By linking skills and behaviours to effective curriculum delivery, apprentices will gain a comprehensive understanding of their impact on student learning and well-being. This holistic approach ensures that graduates are well-equipped to make a meaningful difference in the educational experiences of all learners.

K26

Learning and Teaching Information:

The teaching and learning methods for this module are fully aligned with the Leeds Trinity University Learning, Teaching and Academic Experience Strategy (LTAE 2022–2026), and are designed specifically for an online learning environment. This strategy underpins our commitment to working co-creatively with you, the apprentice, and connecting learning with real-world contexts and societal challenges. Our approach supports you on a personalised, values-driven, and career-focused journey throughout your studies.

All teaching methods have been thoughtfully adapted for online delivery. These include problem-based learning using digital case studies, structured reflective practice tasks, and flipped learning models. In the flipped classroom approach, for example, you will engage with pre-recorded lectures, readings, and online activities at your own pace, allowing for deeper, more meaningful engagement during live online sessions.

Synchronous sessions will replace traditional lectures and will be delivered through interactive online formats. These include live discussions, real-time polling, breakout rooms, and collaborative tools that promote active participation and peer learning. Online workshops will feature co-creative and problem-solving activities that enable you to work effectively in virtual small groups, sharing insights and developing solutions together.

Learning materials will be delivered through our virtual learning environment and will include a range of multimedia resources such as videos, e-textbooks, journal articles, and structured learning tasks to complete independently or in groups. All content will be accessible online to support flexible learning at times that suit you.

Online tutorials will be tailored to your individual learning needs, using digital tools to offer timely feedback and support. These sessions are designed to monitor your progress and provide academic guidance in a responsive, accessible way. Guest speakers and employer contributors will participate in live virtual lectures and Q&A sessions, ensuring that you are exposed to current professional practices within a flexible online format.

Relational pedagogy and person-centred planning are embedded in our delivery approach, ensuring that all online interactions remain supportive, inclusive, and responsive to your needs as a learner. Further detail on the specific teaching and learning methods, including how these have been shaped by apprentice feedback, can be found in the module handbook.



Planned LTU Off-the-Job Delivery Learning
Hours: 27
Intended Group Size: Cohort



Planned Off the Job Learning

Pre-Session Tasks
Hours: 18
Intended Group Size: Cohort

Post-Session Tasks
Hours: 27
Intended Group Size: Cohort



Minimum Self-Directed Off the Job Learning and Practical Training
Hours: 228
Intended Group Size: Individual



Further Details Relating to Assessment

Apprentices are referred to Module Handbook for full details.

The e-portfolio will be simple in technical structure whilst apprentices commence their first module of study and learn wider LTU electronic systems. Key sections will involve reflective commentary outlining the role and duties of the specialist teaching assistant, drawing on current texts, embedding analysis and APA referencing. Key sections will involve reflecting on current personal professional self (also informal early assessment as formative draft), evaluating approaches in practices, reflective models to consider impact of daily routines, staff deployment, supporting the home learning environments, career planning, use of supervision and self-care plans.

All apprentices will have an opportunity within the modules for formative assessment support, to incrementally aid the completion of summative assessment tasks. Formative assessments may take the form of peer review, guided self-reflection, tutorial, draft feedback, and where relevant employer feedback.

In negotiation with the module tutor, the focus of this assessment is guided by the pathway specialism the apprentice is on. Each pathway is guided by the following set of KSBs. In this module apprentices will be required to reflect upon the specialist area of knowledges, relevant to their chosen pathway, these include the areas below:

SEND Specialist
K30: National and local SEND policies, practices, processes, and procedures.
K31: The theoretical background to a range of SEND, for example ASD, attachment and trauma and dyslexia.
K32: Principles and approaches to early identification of SEND.
K33: The tools available for assessment of SEND.
K34: The impact of SEND on children and young peoples’ learning and development.
K35: Strategies to advance learning for learners with a range of SEND.

SEMH Specialist
K36: National and local policies, practices, processes, and procedures related to social and emotional well-being of learners.
K37: The theoretical background to support social and emotional well-being in educational contexts.
K38: Principles and approaches to the promotion of social and emotional well-being in educational contexts.
K39: The tools available to promote social and emotional well-being to advance learning.
K40: The impact of social and emotional well-being on children and young people’s learning and development.
K41: Strategies to advance social and emotional well-being in learning and assessment contexts.

Curriculum Specialist
K42: National and local curriculum policies, practices, processes, and procedures.
K43: The theoretical background to progression in the specific curriculum area(s).
K44: Principles and approaches to planning sequences of learning in the specific curriculum area(s).
K45: The tools available for assessment within the specific curriculum area(s) to advance learning.
K46: The importance of the specific curriculum area(s) on children and young peoples’ learning and development.
K47: Strategies to promote the specific curriculum area(s) within the educational context for the benefit of children and young people.

Assessment:

001 Portfolio; 3000 word equivalent; Semester 1 Block 1 100%

Fact File

Module Coordinator - PRS_CODE=
Level - 4
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 4FD1

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