Foundation Degree in Professional Practice for Teaching Assistants

Undergraduate

A teacher helping young schoolchildren with their reading.

Advance your career in education with our foundation degree. You would have the opportunity to gain practical experience while you study online and enhance your professional development.

Location

In schools

Study mode

Work-based learning with online study

Duration

2 years full-time

Course code

See how to apply

Start date

January
April
September

Age phases

Early Years
Primary
Secondary
Further Education

How to apply

Course overview

Our Foundation Degree in Professional Practice for Teaching Assistants is a two-year, full-time online course designed for individuals working—or volunteering —in schools in a paraprofessional support role. Whether you're currently employed as a teaching assistant, classroom assistant or learning support assistant, or have secured a school willing to host you in an unpaid role, this course is designed to offer a flexible and practical route to further study and professional growth.

Delivered fully online, the course combines one fixed day per week of university-led learning (including live sessions and independent study) with a minimum of two and a half days per week of hands-on school-based practice. There are no campus-based requirements, making it ideal for those who wish to continue working while studying.

Develop your skills and confidence throughout the course—from observing experienced practitioners in the first year to independently leading learning activities in your second year. Choose a specialisation in your final year to align your experience with your career goals in education.

Who is the course for?

This course is suitable for:

existing school support staff (such as teaching assistants, learning support staff, classroom assistants, HLTAs, one-to-one support staff)
individuals in pupil-facing roles across all phases of education (nurseries, primary, secondary, special schools and alternative provision).

Course details

This course balances practical experience with structured academic learning. Year one focuses on professional behaviours, classroom support strategies and understanding how pupils learn. In year two, you would have the opportunity to take more responsibility for supporting, planning and delivering learning to individuals, small groups and whole classes.

In your final academic module, you can choose one of three specialist focus areas and undertake your own research:

Special Educational Needs and Disabilities (SEND)
social and emotional wellbeing
curriculum.

Modules

An Introduction to Professional Behaviours – 30 credits

This module is designed to equip you with the necessary foundational knowledge relating to the concept of professional behaviours that underpin working in educational settings. Learn key concepts of professionalism covering safeguarding, effective communication, wellbeing, developing professional relationships with colleagues and other stakeholders, and reflective practice.

This module also introduces you to models of reflective practice which will inform both your professional development in placement modules and also your continued professional development throughout your future career.

By the end of the module, articulate and demonstrate the key professional behaviours required as a classroom practitioner and the ethical and legal responsibilities within your own educational context. Highlight and discuss the importance of continuous professional development, and articulate where your own professional developmental needs are, and actions to address these.

Compulsory

An Introduction to SEND and Behaviour – 30 credits

This module introduces you to the fundamental principles of behaviour management and the creation of positive, inclusive learning environments in schools. Through exploration of key behaviour management theories, strategies, principles, approaches and real-world case studies, learn how to support a classroom environment that promotes respect, engagement and effective learning. You will also be introduced to policies, processes and practices relating to SEND, and promoting social and emotional wellbeing to a diverse range of pupils. Supporting positive learning behaviours in pupils with SEND highlights the close link between special educational needs and behavioural needs.

Compulsory

An Introduction to Subject Knowledge: Core Subjects – 30 credits

Examine the importance of subject knowledge and the subject knowledge of core subjects of English and maths. Through critical reflection and ongoing sessions, learn the fundamental subject knowledge required for supporting pupils in these subjects whilst also evaluating your current strengths and areas for improvement in each subject. The module also guides you in creating a subject action plan aimed at developing your subject knowledge as you develop your role as a teaching assistant.

This module is tailored to meet your needs, depending on the phase in which you are based. Those in a primary TA role consider maths and English subject knowledge for pupils with a range of abilities up to the age of 11. Those based in a secondary TA role consider maths and English subject knowledge for pupils with a range of abilities aged 11-18.

Compulsory

An Introduction to Teaching and Learning – 30 credits

This module introduces you to the fundamental concepts of pedagogy and classroom practice. Study current neuroscientific research to gain insights into current thinking with regards to pedagogical practice, as well as studying debunked theories of learning. Begin to develop the skills of linking theoretical perspectives into practice by carefully considering the structure and organisation of sequences of learning, while also beginning to understand the fundamental principles of assessment and assessment practices to inform, adapt and personalise learning to ensure all pupils make progress in lessons.

Compulsory

Modules

SEND – 30 credits

Develop your understanding of the statutory frameworks, principles and strategies of inclusive practice. Explore a range of special educational needs and disabilities (SEND) and English as an Additional Language (EAL) and develop your understanding of different approaches to learning and behaviour and the strategies that can be utilised to support all learners. Explore frameworks applicable in your local context, in addition to principles outlined in the SEND Code of Practice and explore theoretical perspectives to support in-school teaching and learning.

Develop this learning further if you choose to focus on SEND as your specialist TA route in the final module of the course.

Compulsory

Social and Emotional Wellbeing – 30 credits

Focus on the impact of social and emotional wellbeing in pupils. Develop and challenge an understanding of research and theory, critically evaluating your own and others’ views of social and emotional wellbeing. Consider the approaches and strategies used to promote and support positive social and emotional wellbeing in school, including your own wellbeing, and consider the roles of different stakeholders in promoting a positive learning environment and supporting pupils who are in need of intervention to support their wellbeing.

Learn about global perspectives, which ensures you begin to understand the alternative support that may need to be in place for pupils from other countries and cultures.

Develop this learning further if you choose to focus on social and emotional wellbeing as your specialist TA route in the final module of the course.

Compulsory

Curriculum – 30 credits

This module reintroduces you to the subject knowledge required to support pupils effectively. Deepens your understanding of both the subject knowledge itself and subject-specific pedagogy. Curricula, including the English National Curriculum, are considered. Links are made between a school’s curriculum and the stages of lesson planning to support TAs in understanding their role in ensuring pupil progress within a range of subjects (primary) or subject (secondary) alongside maths and English. Consider other approaches and opportunities beyond a taught curriculum, such as outdoor learning, the role of play and cross-curricular approaches to teaching and learning.

Develop this learning further if you choose to focus on curriculum as your specialist TA route in the final module of the course.

Compulsory

Specialist Route Final Project – 30 credits

Focus on your role as a specialist teaching assistant choosing one from the below:

SEND
social and emotional wellbeing
curriculum.

Conduct a small piece of action research in your own school. You will be guided to use relevant research and theory to plan a small piece of ethical research to respond to something you have identified in school as an opportunity to champion the needs of pupils. You are expected to share this with a colleague(s) at school.

This module is designed to enable you to consolidate your theoretical and practical knowledge about a specific aspect of your role as a TA. It also prepares you for Level 6 study if you choose to continue your learning after the end of the course.

Compulsory

Modules

Placement modules – 0 credits

The six placement modules² over the two years of study enable you to make links between your learning in credit-bearing modules with your in-school practice and become embedded in the aims and ethos of the school. Learn about your school’s policies and the statutory and non-statutory frameworks and legislation appropriate to your organisation. Engage in directed tasks to enable you to establish collaborative relationships with colleagues.

During placement modules, under appropriate supervision, support teachers with the organisation of resources for learning and support the management of pupils’ behaviour in line with school policies and procedures both inside and outside the classroom.

Compulsory

We regularly review our course content, to make it relevant and current for the benefit of our students. For these reasons, course modules may be updated.

Entry requirements

To apply, you must hold:

GCSE grade C / 4, or equivalent, in English and mathematics
relevant Level 3 qualifications, for example, A levels or CACHE Level 3 Award in Supporting Teaching and Learning, Teaching Assistant (Level 3) Studentship, Teaching Assistant NVQ Level 3, Level 3 Supporting Teaching and Learning.

If your qualifications were gained outside the UK, you will need to provide an official comparability statement for non-UK qualifications from UK ENIC

If English is not your first language, you will need to hold an academic IELTS less than three years old, with a score of at least 7 overall with no component less than 6.5.

Please note that we are unable to advise individuals on the eligibility of specific qualifications. This will be established through the application process.

If you do not hold GCSE or equivalent qualifications for English or maths you can complete equivalency tests. You can start your application before you complete equivalency tests, but you must provide the results before enrolment. We accept equivalency tests from the following providers:

In addition:

For the employed route: be employed in a consistent pupil-facing role for two-and-a-half days per week during the two-year course and have the support of your employer.²
For non-employed route: have secured a school willing to host you in a suitable voluntary position for the duration of the course for at least two-and-a-half days per week and provide you with a school-based mentor.²

Students will be subject to satisfactory health clearance and enhanced criminal record disclosure.

For more information about this course, entry requirements or your educational setting suitability, speak to our team.

To apply, you must hold:

GCSE grade C / 4, or equivalent, in English and mathematics
relevant Level 3 qualifications, for example, A levels or CACHE Level 3 Award in Supporting Teaching and Learning, Teaching Assistant (Level 3) Studentship, Teaching Assistant NVQ Level 3, Level 3 Supporting Teaching and Learning.

If your qualifications were gained outside the UK, you will need to provide an official comparability statement for non-UK qualifications from UK ENIC

If English is not your first language, you will need to hold an academic IELTS less than three years old, with a score of at least 7 overall with no component less than 6.5.

Please note that we are unable to advise individuals on the eligibility of specific qualifications. This will be established through the application process.

In addition:

For the employed route: be employed in a consistent pupil-facing role for two-and-a-half days per week during the two-year course and have the support of your employer.²
For non-employed route: have secured a school willing to host you in a suitable voluntary position for the duration of the course for at least two-and-a-half days per week and provide you with a school-based mentor.²

Students will be subject to satisfactory health clearance which will be coordinated by Coventry University. Applicants will be responsible for obtaining their own police checks for the country they are training in.

For more information about this course, entry requirements or your educational setting suitability, speak to our team.

Fees and funding

Student	Full-time	Part-time
UK	£6,000 per year	Not available
EU	Not available	Not available
International	£6,000 per year	Not available

For advice and guidance on tuition fees and student loans visit our Undergraduate Finance and see the University’s Tuition Fee and Refund Terms and Conditions.

Tuition fees³ cover the cost of your teaching, assessments, facilities and support services. There may be additional costs not covered by this fee such as accommodation and living costs, recommended reading books, stationery, printing and re-assessments should you need them.

How to apply

XA02

Foundation Degree in Professional Practice for Teaching Assistants

Apply via UCAS

C85

Institution code

View our courses on UCAS

Visit UCAS

UK students

International students

International code:
All age phases full-time – TU05FDPP

Before you apply for this course, you must have secured the support of a school willing to employ you or host you on unsalaried placement for the duration of the course.

Applications for this course should be made through our CU Apply portal using the code above.

Apply now

Frequently asked questions

Why should I study this course?

School-based
You will be based in schools for the entirety of the course. Teacher training is most effective ‘on the job’ in schools so the knowledge you gain can be instantly applied in the classroom.

Online
The course is delivered to you online through webinars, podcasts, videos, research and tutorials. Our platforms are interactive and engaging, enabling both independent and peer learning. All course content and materials are available online, enabling you to study and revisit them as required.

Worldwide
As the course is delivered online, you can be employed or on placement in a school in England or another country, subject to the school meeting the required selection criteria to ensure it can offer you the right support.²

Support
Described by Ofsted as ‘excellent’, Coventry University’s online tutorial approach provides you with teaching and support, both one-to-one with your university tutor and in a tutor group. Tutorials deepen your understanding of topics, prompting you to think about what works best for you in your role. You will also be guided on a day-to-day basis by your in-school mentor, who will be an experienced member of staff in your school.

Multiple start dates
You can choose to start the course in September, January or April, according to your preferences.

Employability
On successful completion, you will gain a foundation degree and have specialised in your chosen area which could enhance your employability.

How will I learn?

The course is designed to be highly practical to help you develop your craft in schools under the supervision of skilled school-based mentors and experienced university tutors.

This is a university course so you can be confident you are following a high-quality, evidence-based curriculum built on relevant educational theory. Designed to complement your salaried or placement role in school, our online course consists of webinars, podcasts, videos, research and tutorials. Our platforms are interactive and engaging and promote independent and peer learning. All the course content and materials are available online, enabling you to study and revisit them as required.

You will be in school between 2.5–4 days a week, as agreed with your school, during which time you will complete the Practical Teaching Practice modules while supported by an experienced school-based mentor. In your first year, your learning will focus on professional behaviours, classroom support strategies and understanding how pupils learn.

In your second year, you will take more responsibility for supporting, planning, and delivering learning to individuals, small groups, and whole classes. In your final academic module, you will choose one of three specialist focus areas and undertake your own research:

Special Educational Needs and Disabilities (SEND)
Social and Emotional Wellbeing
Curriculum.

One fixed day per week during term time will be protected for your university learning. You will complete four online learning modules per year, each 50–60 hours made up of approximately 60% live teaching through seminars and tutorials and 40% self-study. During your studies, you will have access to an experienced team, including university mentors, subject and phase specialist tutors, who will support your studies through feedback and dedicated live tutorials. You will require access to a suitable device, a laptop or PC, throughout the course, and will also be expected to be sufficiently competent with IT to learn and use our online platforms.

This combined approach to training offers teaching by our highly experienced staff, as well as enabling vital peer support and a valuable collaborative learning environment. You will be supported to learn from each other, share experiences and reflect away from the school environment.

All applicants must find their own schools willing to support them for the full duration of the course during the application process. NITE do not source placement schools for any undergraduate course.

Classroom hours for the practical placement modules must be agreed by the school.

How will I be assessed?

This course will be assessed using a variety of methods which will vary depending upon the module.

Assessment methods may include:

written assignments
presentations
oral presentations
observations.

The practical modules will be assessed on the evidence you collect, collate and upload to an electronic portfolio.

A visiting assessor (VA) will virtually visit you a minimum of three times during the course. They will observe you teaching and meet with you and your school-based mentor to discuss and oversee the assessment of your overall progress.

The Coventry University Group assessment strategy ensures our courses are fairly assessed and allows us to monitor student progression towards achieving the intended learning outcomes.

What career opportunities could I have after completing the course?

This course may enable you to take on more senior support roles in education settings, such as:

Teaching Assistant (TA) / Classroom Assistant
Learning Support Assistant (LSA)
Pastoral Support / Welfare Assistant
Technician (such as ICT, Science, Art)
Learning Mentor
Cover Supervisor
Unqualified Teacher.

You will also have the option to complete a full degree and so access postgraduate teacher training courses.

The graduate destinations listed above illustrate potential career paths. You may need to gain additional qualifications or practical experience, pass professional examinations, complete training, cover associated costs and meet specific visa or immigration requirements to secure employment in these fields.

Will you find me employment so I can complete this course?

Can I do this course if I work in a secondary school?

Yes. If you are in a role that means you are working in a classroom in a role that supports teaching and learning working with teaching staff and pupils or students, this course could work for you. You could be in a nursery, primary, secondary, special or alternative provision school. Settings in further education (such as sixth form or college) are also eligible.

What does my school have to do?

To support you, your school must:

either provide an employment contract or agree to support you in a voluntary role
ensure your role in school allows you to complete the practical and research elements of the course
release you for one fixed day per week for your online learning
assign and support a School-Based Mentor
participate in a partnership agreement with Coventry University.

Disclaimers

Coventry University together with Coventry University London, Coventry University Wrocław, CU Coventry, CU London, CU Scarborough, National Institute of Teaching and Education (NITE) and Coventry University Online come together to form part of the Coventry University Group (the University) with all degrees awarded by Coventry University.

¹Accreditations

The majority of our courses have been formally recognised by professional bodies, which means the courses have been reviewed and tested to ensure they reach a set standard. In some instances, studying on an accredited course can give you additional benefits such as exemptions from professional exams (subject to availability, fees may apply). Accreditations, partnerships, exemptions and memberships shall be renewed in accordance with the relevant bodies’ standard review process and subject to the university maintaining the same high standards of course delivery.

²Placements

Classroom hours for the practical placement modules must be agreed by the school. If a placement ends unexpectedly, students will be responsible for sourcing an alternative placement and that while we can offer guidance, continuation of the course will depend on a suitable placement being in place within the specified timeframe.

³Tuition fees

The University will charge the tuition fees that are stated in the above table for the first Academic Year of study. The University will review tuition fees each year. For UK (home) students, if Parliament permit an increase in tuition fees, the University may increase fees for each subsequent year of study in line with any such changes. Note that any increase is expected to be in line with inflation.

For international students, we may increase fees each year, but such increases will be no more than 5% above inflation. If you defer your course start date or have to extend your studies beyond the normal duration of the course (e.g. to repeat a year or resit examinations) the University reserves the right to charge you fees at a higher rate and/or in accordance with any legislative changes during the additional period of study.

Student Contract

By accepting your offer of a place and enrolling with us, a Student Contract will be formed between you and the university. A copy of the current 2025/2026 contract is available on the website. The Contract details your rights and the obligations you will be bound by during your time as a student and contains the obligations that the university will owe to you. You should read the Contract before you accept an offer of a place and before you enrol at the university.