Diploma for Teaching Assistant
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 that incorporates a phased practicum structure, beginning with Campus-Based Simulated Practicum (CBSP) experiences in Year 1 and progressing to authentic school-based placements in Year 2. The CBSP allows students to practice and reflect within a guided, simulated environment through collaborative projects, role-play, and observation tasks aligned with course learning outcomes. In Year 2, students undertake 16 weeks of school-based placements—seven in Semester 3 and nine in Semester 4—under the mentorship of qualified teachers and teaching assistants. Each placement follows a tri-partite apprenticeship agreement supported by the institutional Apprenticeship Blueprint, ensuring structured supervision, continuous feedback, and strong alignment with Competency-Based Education (CBE) principles.
Program Learning Outcomes
Upon successful completion of this program, the graduates will be able to:
- Demonstrate theoretical and practical knowledge of key concepts and skills about children’s developmental domains and related learning theories.
- Demonstrate an understanding of basic play-based learning strategies and supporting pedagogical principles.
- Demonstrate the necessary competencies to support the teacher in
conducting class activities within a safe learning environment. - Display effective use of assistive technology to support teaching and
learning in an inclusive educational environment. - Function professionally in assisting the class teacher in preparing and
implementing lessons, as well as keeping track of children’s progress. - Demonstrate the ability to support individual students as per
their personal needs. - 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
| Code | Title | Credit Hours |
|---|---|---|
Education Mandatory Core Courses | ||
| Required Credits : 90 | ||
| GED 100 | Develop English language skills | 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 |
| Description | Data |
|---|---|
| Total Required Credits | 90 |
| Program Code | DPETA |
| Major Code | TAS |
Recommended Sequence of Study
Diploma for Teaching Assistant
| Year 1 | ||
|---|---|---|
| Semester 1 | Credit Hours | |
| GED 100 | Develop English language skills | 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 | |