COURSE SCHEDULE Skills Bootcamp in Early Years & Teaching Support SCHEDULE UNTIL 18 DECEMBER 2026
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LEARNER INFORMATION ATTENDING SESSIONS
Learner Information We hope you're excited to start learning with our Skills Bootcamp in Early Years & Teaching Support. There's a lot in store for you over the next 16 weeks so here's an easy to follow guide on your upcoming course schedule. We've built our timetable so that each week you can choose to study in the morning, afternoon or evening depending on your availability. These sessions are live sessions which you will need to attend at the date and time specified rather than recordings. There's a few rules you'll need to follow when booking in your study sessions so please make sure of the following when looking at your timetable and sequence list:
A NEW SKILLS BOOTCAMP STARTS EVERY TWO WEEKS YOU MUST COMPLETE UNITS A1, A2 & A3 BEFORE PROGRESSING ONTO OTHER SECTIONS YOU MUST ATTEND AT LEAST ONE SECTION (3 UNITS) PER WEEK
1
STEP ONE
Take a look at the Unit Sequence List on page 4-5
STEP TWO
2 Check out the Course Timetable on page 6 onwards
STEP THREE
learning with units 1, 3 Start 2 & 3 from Section A (The Role of a Teaching Assistant)
UNIT SEQUENCE UNDERSTAND THE ROLE OF A TEACHING ASSISTANT UNIT
TITLE
A1
The role of a Teaching Assistant
A2
The structure of education from early years to post-compulsory
A3
Roles and responsibilities in schools and ethos, mission, aims and values
A4
Legislation affecting schools
A5
Purpose of school policies and procedures
A6
Wider context in which schools operate
SAFEGUARDING & WELLBEING UNIT
TITLE
C1
The main legislation, guidelines, policies and procedures for safeguarding children and young people
C2
The importance of working in partnership with other organisations to safeguard children and young people
C3
The importance of ensuring children and young people's safety and protection
C4
Responding to evidence or concerns that a child or young person has been abused or harmed
C5
Responding to evidence or concerns that a child or young person has been bullied
C6
Working with children and young people to support their safety and wellbeing
DEVELOPING PROFESSIONAL RELATIONSHIPS UNIT
TITLE
D1
The principles of developing positive relationships with children, young people and adults
D2
How to work collaboratively
D3
Legislation, policies and procedures for confidentiality and sharing information, including data protection
CHILD & YOUNG PERSON DEVELOPMENT UNIT
TITLE
B1
Expected pattern of development from birth to 19 years
B2
The factors that influence development and how these affect practice
B3
Monitoring development and interventions that should take place if this is not following expected patterns
B4
The importance of early intervention to support speech, language and communication needs
B5
The potential effects of transitions on children and young people's development
B6
Understanding the term Special Educational Needs
PROMOTING EQUALITY, DIVERSITY & INCLUSION UNIT
TITLE
F1
Promoting equality and diversity in work with children and young people
F2
The impact of prejudice and discrimination on children and young people
F3
Supporting inclusion and inclusive practices in work with children and young people
Each unit is 2.5 hours delivered live via Zoom
CHILDREN & YOUNG PEOPLE’S HEALTH & SAFETY UNIT
TITLE
G1
Planning and providing environments and services that support children and young people's health and safety
G2
Recognising and managing risks to health, safety and security and supporting children and young people to assess and manage risk for themselves
G3
Appropriate responses to accidents, incidents, emergencies and illness
ENGAGING IN PERSONAL DEVELOPMENT UNIT
TITLE
H1
Understanding what is required for competence in your work role
H2
Reflecting on practice and evaluating own performance (Gibbs Reflective cycle)
H3
Using learning opportunities
BEHAVIOURAL SUPPORT UNIT
UNIT TITLE
K1
Policies and procedures for promoting positive behaviour
K2
Promoting positive behaviour
K3
Responding to challenging behaviour
SYNTHETIC PHONICS UNIT
UNIT TITLE
N1
Synthetic phonics
SPECIAL EDUCATIONAL NEEDS (INCLUDING AUTISM) UNIT
UNIT TITLE
J1
Introduction to Special Educational Needs (SEN)
J2
Autism in context
UNIT
UNIT TITLE
J3
Theories, history and representation of autism
O1
Use of assessment in early years settings
J4
Communication and social interaction with neurodiverse individuals
J5
Interventions and support available for autistic individuals
J6
Safeguarding in autism
USE OF ASSESSMENT IN EARLY YEARS SETTINGS
SESSION TIMETABLE
Monday 14-Sep
The Role of a Teaching Assistant
Thursday 17-Sep
Friday 18-Sep
K1
K2
K3
O1
Policies and procedures for promoting positive behaviour
Promoting positive behaviour
Responding to challenging behaviour
Use of assessment in early years settings
N1
F1
F2
F3
Synthetic phonics
Promoting equality and diversity
Impact of prejudice and discrimination
Supporting inclusion and inclusive practice
Monday 21-Sep
Tuesday 22-Sep
Wednesday 23-Sep
Thursday 24-Sep
Friday 25-Sep
A4
A5
A6
A2
Legislation affecting schools
Purpose of school policies and procedures
Wider context in which schools operate
Structure of education from early years to post-compulsory
G1
G2
G3
A3
9.15AM 11.45AM
Child & Young Person Development Safeguarding & Wellbeing
Wednesday 16-Sep
9.15AM 11.45AM
12.15PM 2.45PM
KEY:
Tuesday 15-Sep
A1 12.15PM 2.45PM
Role of a Teaching Assistant
Responding to accidents, Roles and responsibilities Planning and providing safe Recognising and managing incidents, emergencies and in schools and ethos, environments risks illness mission, aims and values
Developing Professional Relationships Monday 28-Sep
Promoting ED & I Health & Safety
9.15AM 11.45AM
12.15PM 2.45PM
Tuesday 29-Sep
Wednesday 30-Sep
Thursday 01-Oct
B1
B2
B3
Expected pattern of development from birth to 19 years
Factors that influence development
Monitoring development
H1
H2
H3
Understanding what is required for competence in your role
Reflecting on practice and evaluating own performance
Using learning opportunities
Friday 02-Oct
Monday 05-Oct
Friday 09-Oct
B4
B5
B6
A2 Structure of education from early years to post-compulsory
J1
J2
J3
A3
Role of a Teaching Assistant
Introduction to Special Educational Needs (SEN)
Autism in context
Theories, history and representation of autism
Roles and responsibilities in schools and ethos, mission, aims and values
Monday 12-Oct
Tuesday 13-Oct
Wednesday 14-Oct
Thursday 15-Oct
Friday 16-Oct
C1
C2
C3
N1
Legislation and procedures Working in partnership with Ensuring children’s safety for safeguarding other organisations and protection
O1
J4
J5
Communication and social Interventions and support Use of assessment in early interaction with available for autistic years settings neurodiverse individuals individuals
Monday 19-Oct
9.15AM 11.45AM
12.15PM 2.45PM
Thursday 08-Oct
A1
9.15AM 11.45AM
12.15PM 2.45PM
Wednesday 07-Oct
Early intervention to Potential effects of Understanding the term support speech, language transitions on development Special Educational Needs and communication needs
9.15AM 11.45AM
12.15PM 2.45PM
Tuesday 06-Oct
Personal Development Special Education Needs
Synthetic phonics
Behavioural Support
J6
Synthetic Phonics
Safeguarding in autism
Assessment in Early Years
Tuesday 20-Oct
Wednesday 21-Oct
Thursday 22-Oct
Friday 23-Oct
C4
C5
C6
A2
Working with children to support their safety and wellbeing
Structure of education from early years to post-compulsory
Responding to concerns of Responding to concerns of abuse or harm bullying
KEY:
A1
K1
K2
K3
A3
Role of a Teaching Assistant
Policies and procedures for promoting positive behaviour
Promoting positive behaviour
Responding to challenging behaviour
Roles and responsibilities in schools and ethos, mission, aims and values
SESSION TIMETABLE
Monday 26-Oct
Tuesday 27-Oct
Wednesday 28-Oct
Thursday 29-Oct
D1
D2
D3
Developing positive relationships
Working collaboratively
Confidentiality, sharing information and data protection
A4
A5
A6
Legislation affecting schools
Purpose of school policies and procedures
Wider context in which schools operate
Tuesday 03-Nov
Wednesday 04-Nov
Thursday 05-Nov
Friday 06-Nov
F1
F2
F3
A2
Promoting equality and diversity
Impact of prejudice and discrimination
Supporting inclusion and inclusive practice
Structure of education from early years to post-compulsory
A1
B1
B2
B3
A3
Role of a Teaching Assistant
Expected pattern of development from birth to 19 years
Factors that influence development
Monitoring development
Roles and responsibilities in schools and ethos, mission, aims and values
9.15AM 11.45AM
12.15PM 2.45PM
Monday 02-Nov
KEY: The Role of a Teaching Assistant
9.15AM 11.45AM
Child & Young Person Development Safeguarding & Wellbeing Developing Professional Relationships
Promoting ED & I Health & Safety
12.15PM 2.45PM
Friday 30-Oct
Monday 09-Nov
N1 Synthetic phonics
Monday 16-Nov
9.15AM 11.45AM
A1 12.15PM 2.45PM
Wednesday 11-Nov
Thursday 12-Nov
Friday 13-Nov
G1
G2
G3
O1
Responding to accidents, Use of assessment in early Planning and providing safe Recognising and managing incidents, emergencies and environments risks years settings illness
9.15AM 11.45AM
12.15PM 2.45PM
Tuesday 10-Nov
Role of a Teaching Assistant
B4
B5
B6
Early intervention to Potential effects of Understanding the term support speech, language transitions on development Special Educational Needs and communication needs
KEY:
Tuesday 17-Nov
Wednesday 18-Nov
Thursday 19-Nov
Friday 20-Nov
H1
H2
H3
A2
Understanding what is required for competence in your role
Reflecting on practice and evaluating own performance
Using learning opportunities
Structure of education from early years to post-compulsory
C1
C2
C3
Legislation and procedures Working in partnership with Ensuring children’s safety for safeguarding other organisations and protection
Personal Development Special Education Needs Behavioural Support
A3 Roles and responsibilities in schools and ethos, mission, aims and values
Synthetic Phonics Assessment in Early Years
SESSION TIMETABLE
Monday 23-Nov
9.15AM 11.45AM
12.15PM 2.45PM
The Role of a Teaching Assistant
Safeguarding & Wellbeing Developing Professional Relationships
Promoting ED & I Health & Safety
12.15PM 2.45PM
Thursday 26-Nov
J1
J2
J3
Introduction to Special Educational Needs (SEN)
Autism in context
Theories, history and representation of autism
C4
C5
C6
Friday 27-Nov
Working with children to support their safety and wellbeing
Tuesday 01-Dec
Wednesday 02-Dec
Thursday 03-Dec
Friday 04-Dec
J4
J5
J6
A2
Safeguarding in autism
Structure of education from early years to post-compulsory
Communication and social Interventions and support interaction with available for autistic neurodiverse individuals individuals
9.15AM 11.45AM
Child & Young Person Development
Wednesday 25-Nov
Responding to concerns of Responding to concerns of abuse or harm bullying
Monday 30-Nov
KEY:
Tuesday 24-Nov
A1
D1
D2
D3
A3
Role of a Teaching Assistant
Developing positive relationships
Working collaboratively
Confidentiality, sharing information and data protection
Roles and responsibilities in schools and ethos, mission, aims and values
Monday 07-Dec
Tuesday 08-Dec
Wednesday 09-Dec
Thursday 10-Dec
Friday 11-Dec
K1
K2
K3
A2
Policies and procedures for promoting positive behaviour
Promoting positive behaviour
Responding to challenging behaviour
Structure of education from early years to post-compulsory
A1
F1
F2
F3
A3
Role of a Teaching Assistant
Promoting equality and diversity
Impact of prejudice and discrimination
Supporting inclusion and inclusive practice
Roles and responsibilities in schools and ethos, mission, aims and values
Monday 14-Dec
Tuesday 15-Dec
Wednesday 16-Dec
Thursday 17-Dec
Friday 18-Dec
A4
A5
A6
N1
Legislation affecting schools
Purpose of school policies and procedures
Wider context in which schools operate
9.15AM 11.45AM
12.15PM 2.45PM
9.15AM 11.45AM
This is a rolling schedule and further dates following a similar pattern will be released on a regular basis.
KEY: Personal Development Special Education Needs Behavioural Support
O1 12.15PM 2.45PM
Synthetic phonics
Your Skills Bootcamp lasts for a maximum of 16 weeks.
G1
G2
G3
Use of assessment in early Planning and providing safe Recognising and managing Responding to accidents, incidents, emergencies and environments risks years settings illness
Synthetic Phonics Assessment in Early Years
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