Teaching Assistant CV Example for 2026

Use a clean, reverse-chronological format that lets the reader find your most relevant evidence quickly. One or two pages will suit most candidates, depending on how much useful experience they have. Start with contact details, followed by a brief personal statement, key skills, employment history and education. Add optional sections only when they provide evidence that the core sections do not cover.

Tailor the opening third of your teaching assistant CV to the vacancy. Keep the facts unchanged, but arrange them so the closest evidence appears first. Depending on the post, that evidence might concern small-group learning support, behaviour management, progress recording, resource preparation or assistance for pupils with additional needs.

Keep the teaching assistant personal statement specific. State the setting you know, identify one relevant capability and support it with a brief example or result. In the experience section, replace copied duties with evidence of what you contributed. Keep the skills section short enough to scan, then prove the most important skills through employment, placement or volunteering bullets. Education entries need exact titles and dates; avoid letting long module lists displace stronger practical evidence.

For a teaching assistant CV with no experience, draw carefully on placements, tutoring, youth work, volunteering or relevant work in another sector. Always identify the original context. A graduate teaching assistant CV can give greater prominence to subject knowledge and academic support, while still explaining how the candidate clarified tasks, organised activities or built productive relationships. Candidates moving into a full classroom role can also use this teacher CV example. Interests and other extras belong only when they add relevant evidence rather than fill space.

Treat each experience bullet as a small piece of evidence. Begin with a precise action, add the scale of the work, then finish with the result or record produced. Scale could mean the number of pupils, group size, sessions delivered, resources prepared or observations completed. An outcome could be a practice target reached, fewer reminders during an activity or less preparation time for the teacher. Use figures only when you can defend them.

The revised bullets make the candidate's contribution clear without giving them sole credit for pupil progress. If you do not have a defensible improvement figure, use an honest measure of frequency, volume or scope. "Recorded observations after four weekly sessions" says more than a dramatic number that falls apart when questioned.

Useful verbs include supported, guided, adapted, prepared, recorded, monitored, explained, organised, supervised, encouraged, liaised and reported. Use coordinated, introduced or improved only when you owned that part of the work. Openings such as "responsible for" and "helped with" tend to hide the action.

Relevant evidence may cover classroom lesson support, individual or small-group activities, assistance for pupils with additional needs, behaviour management, pastoral support, resource preparation and feedback to teachers about pupil progress. Pick the duties that match the vacancy instead of squeezing every possible responsibility into the CV. For specialist support, explain how you adjusted an activity or explanation to suit an individual need. At senior level, bring broader scope forward: several classes, collaboration with teachers or other professionals, guidance given to colleagues, accurate reporting, or a measurable improvement to a shared process.

Career changers need to translate evidence with care. Retail work may demonstrate calm handling of difficult situations, while tutoring may show how you changed an explanation for different learners. State the original setting plainly. Transferable experience is useful, but it is not classroom experience.

List education in reverse-chronological order, with the institution, exact qualification title and completion year. Recent candidates can add a short note about a relevant placement, project or subject area. Experienced applicants can usually reduce older education to the core details. Separate completed study from training that is still under way, and include the expected completion date. Copy formal titles from your records rather than shortening them into vague descriptions.

Expectations vary by setting. For FE teaching assistant applications, Level 2 maths and Level 2 English are commonly expected criteria rather than universal requirements covering every teaching assistant job. Relevant industry or vocational experience in the subject being supported is also a usual consideration for this route. Keep this FE-specific context clear on the CV and when comparing your background with a vacancy.

A Level 2 qualification in Supporting Teaching and Learning or a Level 3 qualification in Supporting Teaching and Learning can strengthen an application for an FE teaching assistant role. The grounding describes these as preferred for that route, not as entry conditions for every teaching assistant position. Use the exact qualification name and distinguish completed study from study in progress.

Some FE colleges may consider applicants without a teaching assistant qualification on the strength of their experience and provide training on the job. If this applies to the vacancy, bring the relevant experience forward and explain its connection to the subject or learners. Do not suggest that every college offers this route.

Keep informal training separate from assessed qualifications. Give its accurate title and completion date, but omit it if it adds little to the application. Never imply that attendance alone amounts to an assessed credential.