Program Description

The aim of this vocational competency-based program is to thoroughly prepare pre-service teacher assistants for their future roles, ensuring they possess the essential knowledge and skills needed for success in their professional career. The program is inclusive, targeting both Emiratis and non-Emiratis, preferably bilinguals (Arabic and English), to address a critical need in the early childhood education sector.

The program is designed to cultivate a comprehensive understanding of key concepts and practical skills, emphasizing play-based learning intricately linked with the five domains of child development and relevant learning theories. Candidates will develop proficiency in crucial pedagogical skills supporting effective teaching and learning, including positive behavior management, resource preparation, and the creation of a favorable physical environment that enhances the learning experience.

Moreover, the program addresses critical areas such as first language acquisition, general English language skills, and the differentiated needs of The Determined Ones (TDOs) and gifted learners, with a focus on Individualized Education Plans (IEPs) and Individualized Family Service Plans (IFSPs) for children under three years old, and the use of assistive technology. It provides a robust foundation in health, safety, and nutrition practices within the learning context, linking these to overall well-being and quality of life, while incorporating fundamental mathematical and numeracy skills essential for everyday contexts.

The program also covers vital aspects of assessment and documentation, enabling candidates to use them adeptly in their future roles. Finally, it instills the importance of reflective practice and guides candidates in formulating a comprehensive professional development plan to ensure continuous growth and excellence in their future careers.

The Diploma program adopts an integrated learning approach, balancing 50% of on-campus activities with an equal emphasis on practical Work Experience Placements (WEP) in schools. During on-campus sessions, students engage in a dynamic learning environment featuring face-to-face lectures, group discussions, individual and collaborative projects, real-world scenarios, simulations, interactive demonstrations, cooperative learning activities, video-based reflective observations, and one-on-one conferences. These diverse strategies facilitate the development of knowledge and the acquisition of skills.

On their WEP in schools, students benefit from the mentorship of highly qualified and experienced teachers or teacher assistants. Following a tri-partite apprenticeship agreement supported by the apprenticeship blueprint for each semester level, students commence their work-based learning in semester 1, dedicating four full weeks to a host school. This duration progressively increases to five weeks in semester 2 and seven weeks in semester 3 and culminates in a nine-week placement in semester 4. Each semester incorporates at least one dedicated work placement module, featuring 100% input and assessments conducted at the Work Experience placement venue.

Program Learning Outcomes

Upon successful completion of this program, the graduates will be able to:

1. Demonstrate theoretical and practical knowledge of key concepts and skills about children’s developmental domains and related learning theories.
2. Demonstrate an understanding of basic play-based learning strategies and supporting pedagogical principles. 
3. Demonstrate the necessary competencies to support the teacher in 
   conducting class activities within a safe learning environment.
4. Display effective use of assistive technology to support teaching and 
   learning in an inclusive educational environment.
5. Function professionally in assisting the class teacher in preparing and 
   implementing lessons, as well as keeping track of children’s progress.
6. Demonstrate the ability to support individual students as per 
   their personal needs.
7. Display commitment to fulfilling job-related duties and responsibilities 
   through adherence to ethical standards, quality performance, and 
   continuous professional development.

Occupation and Industry Sector

Completion Requirements

Students seeking the Diploma for Teaching Assistant qualification must successfully complete all mandatory core courses worth 90 credits 

Course List

Code	Title	Credit Hours
Education Mandatory Core Courses
Required Credits : 90
GED 110	Develop English language skills for Education	3
TCA 100	Use play based learning to reflect the 5 domains of child development	4
TCA 101	Differentiate the learning needs of TDO and gifted children	4
TCA 102	Prepare and Reflect on Professional Practice	2
TCA 111	Integrate theories of learning in practice	4
TCA 130	Apply Professional Practice in the Learning Context	4
TCA 105	Prepare Resources for Teaching and Learning	4
TCA 106	Use English for Classroom Management	4
TCA 107	Employ Pedagogic Skills to Support Teaching and Learning	4
TCA 112	Supporting IEPs and IFSPs as a Teacher Assistant	4
TCA 109	Use Assistive Technology to Support Teaching and Learning	4
TCA 131	Apply Assistive Technology and Strategies to Support Teaching and Learning	4
TCA 200	Implement Positive Behaviour Management Strategies	4
TCA 201	Use Classroom Displays to Support Teaching and Learning	4
TCA 202	Explain Inclusive Education Policies and Procedures	4
TCA 203	Implement First Language Principles and Teaching Strategies	4
TCA 204	Explain Health Safety and Nutrition Practices	4
TCA 230	Apply Health and Wellness Principles in the Learning Context	4
TCA 205	Implement Assistive Technology and Strategies for TDO and Gifted Students	4
TCA 206	Complete a personal and professional development plan	4
TCA 208	Use Basic Science Skills in the Learning Context	4
TCA 209	Employ Basic Math. & Num. Skills to Support T/L	4
TCA 231	Apply Assessment Strategies	3
TCA 232	Use Observation and Documentation in the Learning Context	2

Program Data

Description	Data
Total Required Credits	90
Program Code	DPETA
Major Code	TAS

Recommended Sequence of Study

Diploma for Teaching Assistant 

Plan of Study Grid

Year 1
Semester 1		Credit Hours
GED 110	Develop English language skills for Education	3
TCA 100	Use play based learning to reflect the 5 domains of child development	4
TCA 101	Differentiate the learning needs of TDO and gifted children	4
TCA 102	Prepare and Reflect on Professional Practice	2
TCA 111	Integrate theories of learning in practice	4
TCA 130	Apply Professional Practice in the Learning Context	4
	Credit Hours	21
Semester 2
TCA 105	Prepare Resources for Teaching and Learning	4
TCA 106	Use English for Classroom Management	4
TCA 107	Employ Pedagogic Skills to Support Teaching and Learning	4
TCA 109	Use Assistive Technology to Support Teaching and Learning	4
TCA 112	Supporting IEPs and IFSPs as a Teacher Assistant	4
TCA 131	Apply Assistive Technology and Strategies to Support Teaching and Learning	4
	Credit Hours	24
Year 2
Semester 3
TCA 200	Implement Positive Behaviour Management Strategies	4
TCA 201	Use Classroom Displays to Support Teaching and Learning	4
TCA 202	Explain Inclusive Education Policies and Procedures	4
TCA 203	Implement First Language Principles and Teaching Strategies	4
TCA 204	Explain Health Safety and Nutrition Practices	4
TCA 230	Apply Health and Wellness Principles in the Learning Context	4
	Credit Hours	24
Semester 4
TCA 205	Implement Assistive Technology and Strategies for TDO and Gifted Students	4
TCA 206	Complete a personal and professional development plan	4
TCA 208	Use Basic Science Skills in the Learning Context	4
TCA 209	Employ Basic Math. & Num. Skills to Support T/L	4
TCA 231	Apply Assessment Strategies	3
TCA 232	Use Observation and Documentation in the Learning Context	2
	Credit Hours	21
	Total Credit Hours	90