Qualification Specification. Qualification Specification. TQUK Level 2 Certificate in Supporting Teaching and Learning in Schools (QCF) 601/2726/0

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1 Qualification Specification Qualification Specification TQUK Level 2 Certificate in Supporting Teaching and Learning in Schools (QCF) 601/2726/0 1

2 Contents Page no: 1. INTRODUCTION 3 2. INTRODUCTION TO THE QUALIFICATION 4 3. PROGRESSION 5 4. STRUCTURE 5 5. ASSESSMENT 7 6. CENTRE APPROVAL 8 7. COURSE DELIVERY CENTRE QUALITY ASSURANCE THE TQUK MANAGEMENT SUITE USEFUL WEBSITES UNIT OF ASSESSMENT APPENDIX 1 - Training and Development Agency for Schools QCF Assessment Principles APPENDIX 2 - Skills for Care and Development QCF Assessment Principles 71 2

3 Introduction Welcome to TQUK. TQUK is an Awarding Organisation recognised by the Office of Qualifications and Examinations Regulation (Ofqual) in England and by the Welsh Government. TQUK offers qualifications on the Qualifications and Credit Framework (QCF). Qualifications regulated by Ofqual are listed on the Register of Regulated Qualifications ( We aim to provide qualifications that meet the needs of industry which are designed by leading professionals and delivered to centres and learners with integrity and compliance in mind. To accompany the qualification, TQUK will provide centres with world class customer service to support the delivery of our qualifications. Please visit our website for news of our latest developments. Qualification Specifications Each qualification which TQUK offers is supported by a specification that includes all the information required by a centre to deliver a qualification. Information in the specification includes unit information, assessment and learning outcomes. The aim of the Qualification Specification is to guide a centre through the process for delivering the qualification. Please read alongside the TQUK Centre Handbook. Further details of TQUK s procedures and policies can be found on our website and accessed via a centre s homepage in the Management Suite. TQUK expects all centres to familiarise themselves with the specification and the Centre Handbook as they will assist in the administration, preparation, delivery and assessment of the qualification. All TQUK literature will be provided through the medium of English. On request, materials can be supplied in Welsh or Irish. Qualification specifications can be found on the TQUK website Please check the website regularly to ensure that you are using the most up to date version (see footer). This qualification may be eligible for public funding. For further advice on funding, contact TQUK. If you are applying for funding you should use the QN number. If you have any further questions please contact TQUK. 3

4 Use of TQUK Logo, Name and Qualifications TQUK is a professional organisation and use of its name and logo is restricted. TQUK s name may only be used by approved centres to promote any TQUK qualifications. When using TQUK s logo, there must be no changes or amendments made to it, in terms of colour, size, border and shading. Only the logo given as part of centre approval should be used. Approved centres must only use the logo for promotional materials such as on corporate/business letterheads, pages of a centre's web site relating to TQUK qualifications, printed brochures, leaflets or exhibition stands. If a centre no longer has TQUK approved centre status, it must immediately discontinue the use of TQUK s logo. Introduction to the Qualification The TQUK Level 2 Certificate in Supporting Teaching and Learning in Schools (QCF) is regulated by Ofqual. Qualification Purpose The TQUK Level 2 Certificate in Supporting Teaching and Learning in Schools (QCF) provides learners with the opportunity to develop skills, knowledge and understanding to enable them work in the following roles; teaching assistant, classroom assistant, learning support assistant, additional needs assistant, pastoral/welfare support assistant, bilingual support assistant or foundation stage assistant. The roles must be under the direction of the class teacher, whose lesson planning and day-to-day direction set the framework within which the individual works. Entry Requirements There are no specific entry requirements however learners should have a minimum of Level 1 in literacy or equivalent. Learners are required to be actively working or volunteering in a school environment in order to demonstrate competence in knowledge and skills. There may be a requirement, by their employer, for learners to be checked by the Disclosure and Barring Service: or if they intend to work with learners who are covered by these regulations (formerly Criminal Records Bureau (CRB)). It is the learner's responsibility to seek advice from their employer regarding this. Learners must be at least 16 years of age at certification. 4

5 Progression Successful learners can progress to other qualifications such as: TQUK Level 3 Award in Supporting Teaching and Learning in Schools (QCF) TQUK Level 3 Certificate in Supporting Teaching and Learning in Schools (QCF) Intermediate/Advanced Level Apprenticeship in Supporting Teaching and Learning in Schools Level 3 Certificate in Cover Supervision of pupils in Schools Level 3 Diploma in Specialist Support for Teaching and Learning in Schools Level 2 qualifications in Children's Care, Learning and Development, Play work or Youth Work Practice Structure Learners must achieve a minimum of 30 credits to be awarded the TQUK Level 2 Certificate in Supporting Teaching and Learning in Schools (QCF). Learners must achieve: 24 credits from Group A, a maximum of 3 credits from Group B a minimum of 3 credits from Group C. Unit no. Unit title Unit ref. Level Credit value Group A Mandatory units Twenty four (24) credits must be achieved from this group GLH 1 Equality, diversity and inclusion in work with children and young people D/601/ Maintain and support relationships with children and young people D/601/ Communication and professional relationships with children, young people and adults F/601/ Child and young person development H/601/ Safeguarding the welfare of children and young people 6 Support children and young people s positive behaviour K/601/ T/601/

6 7 Support children and young people s health and safety T/601/ Support learning activities A/601/ Help improve own and team practice in school T/601/ Group B Optional units A maximum of three (3) credits can be achieved from this group 10 Schools as organisations T/601/ Schools as organisations A/601/ Group C Optional units A minimum of three (3) credits must be achieved from this group 12 Support the use of information and communication technology for teaching and learning A/601/ Provide displays in schools K/601/ Contribute to supporting bilingual learners L/601/ Support children and young people at meal or snack times 16 Support children and young people with disabilities and special educational needs A/601/ D/601/ Provide support for therapy sessions D/601/ Support extra-curricular activities M/601/ Support children and young people s play and leisure 20 Support children and young people s travel outside of the setting T/601/ Y/601/ Invigilate tests and examinations Y/601/ Prepare and maintain learning environments D/601/ Support assessment for learning A/601/ Move and position individuals in accordance with their plan of care J/601/

7 Guided Learning Hours The credit value of a qualification is based on the time taken by the average learner to achieve the relevant learning objectives. One credit equates to 10 hours of learning. These hours are made up of contact time with a teacher/assessor, referred to as guided learning hours (GLH), and non-contact time for study and assessment activities. Assessment This qualification is assessed through activities, which are developed by the centre, internally marked and sampled as part of quality assurance/internal verification procedures. Recording documents for the assessments can be found on the TQUK Management Suite. The assessment and quality assurance process will be subject to external quality assurance/verification by TQUK. Assessment must meet the requirements of the Training and Development Agency for Schools QCF Assessment Principles (Appendix 1).The qualification contains some units which must be assessed in line with Skills for Care and Development s QCF Assessment Principles. The recommended assessment methods for this qualification are:- Practical Demonstration Group Discussion Case study Written assignment Question and answer sessions Direct observation of practice Professional discussion and reflection on own work practice in real work situations All learning outcomes must be met to achieve a Pass - there is no grading. 7

8 Centre Approval To offer any TQUK qualification, each centre must be registered with TQUK and meet centre and qualification approval criteria. Approval must be confirmed prior to any assessment of learners taking place. It is essential that centres provide learners with access to appropriate support in the form of specialist resources. Approved centres must seek approval for each qualification they wish to offer. The approval process requires centres to demonstrate that they have the resources, including staff, to deliver and assess the qualification. Centre Policies In order to obtain centre approval from TQUK, a centre must have a range of policies in place. A full list of these policies can be found on the centre s homepage of the TQUK Management Suite in the downloads section. It is a centre s responsibility to ensure that all employees are aware of the policies and procedures and that these are adhered to at all times. Learners should also be informed by the centre of policies that are relevant to them, such as complaints and appeals. Failure to enforce or adhere to these policies could result in a centre s approval status being withdrawn. TQUK has policies and procedures in place to support centres. Definitions and details can be found in the Centre Handbook and on the TQUK website. These include: Equality and Diversity If a centre does not have an Equality and Diversity Policy, TQUK can provide one. that this policy is available for them should they choose to view it. Learners should be made aware Reasonable Adjustments and Special Considerations TQUK is committed to complying with all current and relevant legislation in relation to the development and delivery of our qualifications, which at the time of writing includes, but is not limited to, the Equality Act We seek to uphold human rights relating to race relations, disability discrimination and special educational needs of our learners and to provide equal reasonable adjustments and special considerations for all learners registered on our qualifications. An approved centre should have in place an Equality and Diversity Policy, which includes the following principles and guidelines: Assessment should be a fair test of learners knowledge and what they are able to do. For some learners the usual format of assessment may not be suitable. We ensure that our qualifications and assessments do not bar learners from taking our qualifications. 8

9 We recognise that reasonable adjustments or special considerations may be required at the time of assessment where:- learners have a permanent disability or specific learning needs learners have a temporary disability, medical condition or learning needs learners are indisposed at the time of the assessment. The provision for reasonable adjustments and special consideration arrangements is made to ensure that learners receive recognition of their achievement, provided that the equity, validity and reliability of the assessments can be assured. Such arrangements are not concessions to make assessment easier for learners, nor to provide any learner with an unfair advantage. For full details of TQUK's policy and the process for requesting reasonable adjustments and/or special considerations, please refer to the Reasonable Adjustments and Special Considerations Policy on the homepage on the TQUK Management Suite. Appeals Policy TQUK s Appeals Policy is aimed at our customers, including learners, who are delivering, enrolled on, or have taken a TQUK approved qualification or unit. It sets out the process a centre should follow when submitting appeals to TQUK and the process TQUK will follow when responding to enquiries and appeals. It is important that staff involved in the management, assessment and quality assurance of TQUK s qualifications are aware of the contents of TQUK s policy. For details of TQUK's policy and procedure on appeals, please refer to the homepage on the TQUK Management Suite. To be approved by TQUK, a centre must have in place an internal Appeals Policy that is shared with learners. Complaints For details of TQUK's policy and procedure on complaints, please refer to the homepage on the TQUK Management Suite. Support from TQUK Approved centres will be able to access support from TQUK whenever necessary. External Verifier visits will be undertaken on a regular basis. TQUK also offer approved centres the service of an Account Manager, to support centres with any administration queries or qualification support. 9

10 Course Delivery Pre-Course Information All learners should be given appropriate pre-course information regarding any TQUK qualifications. The information should explain the qualification, the fee, the form of the assessment and any entry requirements or resources needed to undertake the qualification. Initial Assessment Centres should ensure that any learner registered on a TQUK qualification undertakes some form of initial assessment. The initial assessment should be used to inform a teacher/trainer on the level of the learner s current knowledge and/or skills. Initial assessment can be undertaken by a teacher/trainer in any form, depending on the qualification to be undertaken by the learner/s. It is the centre's responsibility to make forms of initial assessment available that are valid, applicable and relevant to TQUK qualifications. All initial assessment findings should be analysed by a teacher/trainer. The information obtained should be used to inform teaching and learning approaches, content delivery and assessment strategies. Initial assessment will be reviewed during the IV and EV process. Learner Registration Once approved to offer a qualification, the centre should register learners before any assessment can take place. Approved centres must follow TQUK s procedures for registering learners on the homepage of the Management Suite. For short courses, TQUK offer the option of registering a course and booking a number of places. Learners are then added once the course has taken place, thus acknowledging situations where substitutions are made at short notice to meet business needs. Resources Learners will need access to the following:- Course manual ICT resources, if applicable Equipment at the venue Appropriate general and subject specific texts A suitably equipped venue and resources Other resources to support identified needs of learners. Resources to support the delivery of the qualification This list is not final, additional resources may be added to meet the needs of the learners. 10

11 Training Requirements Training must be delivered following quality detailed lesson plans. All lesson plans must include:- Aim (a clear concise statement to show what the learners are to achieve by the end of the course) Objectives (to give the learners a step by step guide as to how they are going to achieve the aim of the course) Length of time allocated for each individual session Learner activities during the session Training methods, resources and equipment to be used Methods of assessing the level of knowledge/skills the learners have gained. Trainer/Assessor Requirements The role of a teacher, trainer, tutor or assessor is to deliver TQUK qualifications to learners. They must be qualified in the subject area they are delivering. Any centre staff delivering a qualification must also hold relevant experience of delivery of that qualification or work experience in the qualification subject. The responsibility of a trainer, teacher, tutor or assessor is to ensure that learners gain valuable knowledge and/or skills when studying a TQUK qualification. They must ensure that they follow TQUK s qualification specifications and deliver an interesting and informative course to learners. They must ensure learners receive the correct support and/or advice to assist them in achieving their qualification. All TQUK qualifications must be delivered in a professional manner. It is a teacher/trainer s responsibility to ensure that all sessions are fully planned and prepared and that all resources are available to learners. In order to gain approval by TQUK to deliver the Level 2 Certificate in Supporting Teaching and Learning in Schools (QCF) trainers/assessors must meet the requirements of the TDA assessment principles (Appendix 1). Other requirements apply to specific units see unit specifications later in this document e.g. Skills for Care and Development s QCF Assessment Principles. Assessment Policy A centre must ensure that assessment is valid, reliable and does not disadvantage or advantage any group of learners or individuals. The assessment procedure should be open, fair and free from bias. There should also be accurate and detailed recording of assessment decisions. In order to do this, the centre should:- Assess learners using only the published assessment criteria Ensure that assessment decisions are impartial, valid and reliable Develop assessment procedures that will minimise the opportunity for malpractice Maintain accurate and detailed records of assessment decisions Maintain a robust and rigorous internal verification procedure Annually provide samples for external verification, as required by the awarding body Monitor external verifier reports and undertake any remedial action required 11

12 Share good assessment practice between all training teams Ensure that assessment methodology is understood by all staff Provide resources to ensure that assessment can be performed accurately and appropriately. Results and Certification Results and certificates will be issued to centres once they have undertaken the required internal quality assurance procedures and have undergone external quality assurance activities, necessary for each qualification. It is a centre s responsibility to ensure learners are notified about the result of any assessment outcomes. Approved centres must also fully inform learners regarding how and when they are able to obtain any results and/or certificates after successfully completing a course. Once all course documentation has been received and quality assured, certificates will be dispatched and should be received at the centre within 48 hours. To inform TQUK of learners who have passed, centres should use the Registering a Group of Learners section on the homepage of the TQUK Management Suite. Should exceptional circumstances arise and a certificate is lost or damaged, learners may request a replacement certificate. Replacement certificates will have the same standing as original certificates and will incur a fee. An approved centre should make replacement certificate requests to TQUK on behalf of the learner. Centre Quality Assurance TQUK requires a centre to have a functioning quality system in place that is appropriate to the centre s size and volume of learners. The centre should also maintain sufficient records that demonstrate the use of quality systems and the outcomes of key monitoring activities. All qualifications must be delivered to a high standard and assessment and internal quality assurance/verification must be embedded throughout a centre s quality assurance system. Each approved centre must employ staff who can undertake a number of specific roles that allow the centre to function effectively. Some centre roles can be undertaken by different individuals or the same person, depending on the size of the centre and the volume of TQUK qualification being delivered. Full details of centre and TQUK responsibilities for quality assurance can be found on the TQUK website and in the Centre Handbook. Internal Verifier The role of an Internal Verifier (IV) is at the heart of the quality assurance and management systems of each approved TQUK Centre. There are three main aspects of the Internal Verifier role: - Verifying assessment Developing and supporting teachers, trainers, tutors and assessors Managing the quality of course delivery 12

13 Assessment verification is concerned with maintaining the quality of assessment for all learners. In most centres this forms the core part of the Internal Verifier s duties, and is by far the most time consuming. There are three strands to verifying assessment: sampling assessments, monitoring assessment practice and standardising assessment judgements. IVs should offer advice and guidance on best practice to trainers and assessors. IVs will undertake regular observations of trainers and assessors. They will also review learners portfolios and undertake standardisation activities as part of this support. IVs will be expected to devise and undertake sampling activities in line with centre approval responsibilities. They are also responsible for managing the quality of delivery by trainers, to ensure that learners are receiving the best possible teaching and learning. IVs set best practice standards in centres. Full details of TQUK's requirements for Internal Verification can be found in the TQUK Centre Handbook. Internal Verifier Requirements Internal verifiers must have relevant experience in delivering and/or assessing the subject they are internally verifying. This includes having a working knowledge of the requirements of the qualification, and a thorough knowledge and understanding of the role of tutors/assessors and internal quality assurance. They must support tutors and assessors in their delivery and assessment of a qualification. Internal verifiers should also observe assessments. All internal verifiers must ensure that the requirements of the TDA assessment principles are met (Appendix 1). Other requirements apply to specific units see unit specifications later in this document e.g. Skills for Care and Development s QCF Assessment Principles. External Quality Assurance/Verification External quality assurance (EQA) is carried out to ensure a centre is using valid and reliable, fair and ethical assessment and internal quality assurance processes. External quality assurers/verifiers (EVs) will be appointed by TQUK to approve a centre, and to monitor delivery, assessment and internal quality assurance. Annual EV visits are provided free. Additional support visits can be requested at any time, for which a charge will be applied. Additional support can include specific advice regarding particular qualification requirements, and/or assessment and internal quality assurance guidance. If centres have any specific qualification questions, they should contact TQUK. TQUK will make contact with a centre to arrange external quality assurance activities and may request information in advance of an EV visit. 13

14 Malpractice & Maladministration Policy Definition of Malpractice Malpractice is any activity or practice which deliberately contravenes regulations and compromises the integrity of the internal or external assessment process and/or the validity of certificates. It covers any deliberate actions, neglect, default or other practice that compromises, or could compromise:- the assessment process the integrity of a regulated qualification the validity of a result or certificate the reputation and credibility of TQUK the qualification or the wider qualifications community Malpractice may include a range of issues, from the failure to maintain appropriate records and/or systems to the deliberate falsification of records. It also covers misconduct and forms of unnecessary discrimination or bias towards individuals or groups of learners. Definition of Maladministration Maladministration is any activity or practice which results in non-compliance with administrative regulations and requirements and includes the application of persistent mistakes or poor administration within a centre (e.g. inappropriate learner records). Centre s Responsibility It is important that centre staff involved in the management, assessment and quality assurance of TQUK qualifications, and learners, are fully aware of the contents of the policy and that centres have arrangements in place to prevent and investigate instances of malpractice and maladministration. A failure to report suspected or actual malpractice/maladministration cases, or have in place effective arrangements to prevent such cases, may lead to sanctions being imposed on a centre (see TQUK s Sanctions Policy in the downloads section of the TQUK Management Suite for details of the sanctions that may be imposed). TQUK can provide centres with guidance/advice/support on how to prevent, investigate, and deal with malpractice and maladministration. A centre s compliance with this policy and how it takes reasonable steps to prevent and/or investigate instances of malpractice and maladministration will be reviewed by TQUK periodically through ongoing centre monitoring arrangements. Should an investigation be undertaken into a centre, the head of centre must:- respond speedily and openly to all requests relating to the allegation and/or investigation cooperate and ensure their staff cooperate fully with any investigation and/or request for information. For full details of TQUK's policy on malpractice and maladministration, please refer to the homepage on the TQUK Management Suite. 14

15 The TQUK Management Suite Once a centre registers with TQUK they will be given a centre login to the Management Suite where they will enter their centre details. The TQUK Management Suite holds information regarding the centre approval process. The booking and management of a centre's qualifications with TQUK is user friendly and designed to help in the administration of qualifications. Centres will be able to register learners and course details via their homepage on the Management Suite. will be able to register:- A centre Course details Trainer/Tutor/Assessor and IV details Learner details Results for certification Training on the Management Suite will be given to a new centre, once approved. Useful Websites Health and Safety Executive Office of Qualifications and Examinations Regulation Register of Regulated Qualifications For further details regarding approval and funding eligibility please refer to the following websites: o Skills Funding Agency for public funding information for 19+ learners in England o LARA Learning Aim Reference Application for information on funding rates for qualifications in England o DAQW Database of Approved Qualifications for public funding in Wales o Department for Employment and Learning or Department of Education for public funding in Northern Ireland 15

16 Units of Assessment Group A - Mandatory units Unit 1 Title: Equality, diversity and inclusion in work with children and young people Level: 2 Credit value: 2 Guided learning hours: 15 Learning outcomes Assessment criteria The learner will: 1. Understand the importance of promoting equality and diversity in work with children and young people The learner can: 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity 1.2 Describe the importance of supporting the rights of all children and young people to participation and equality of access 1.3 Describe the importance and benefits of valuing and promoting cultural diversity in work with children and young people 2. Understand the impact of prejudice and discrimination on children and young people 2.1 Describe ways in which children and young people can experience prejudice and discrimination 2.2 Describe the impact of prejudice and discrimination on children and young people 2.3 Assess how own attitudes, values and behaviour could impact on work with children and young people 2.4 Describe the importance of promoting anti-discriminatory practice in work with children and young people 2.5 Describe how to challenge discrimination 3. Understand inclusion and inclusive practices in 3.1 Describe what is meant by inclusion and inclusive 16

17 work with children and young people practices 3.2 Describe features of an inclusive setting for children and young people 3.3 Describe how inclusion works in own sector of the children s workforce Assessment requirements: n/a 17

18 Unit 2 Title: Maintain and support relationships with children and young people Level: 2 Credit value: 3 Guided learning hours: 15 Learning outcomes Assessment criteria The learner will: 1. Be able to communicate with children and young people The learner can: 1.1 Communicate with children and young people in a way that is appropriate to the individual, using both conventional language and body language 1.2 Actively listen to children and young people and value what they say, experience and feel 1.3 Check that children and young people understand what is communicated 2. Be able to develop and maintain relationships with children and young people 2.1 Demonstrate how to establish rapport and respectful, trusting relationships with children and young people 2.2 Give attention to individual children and young people in a way that is fair to them and the group as a whole 2.3 Demonstrate supportive and realistic responses to children and young people s questions, ideas, suggestions and concerns 2.4 Provide children and young people with reasons for actions when appropriate 2.5 Encourage children and young people to make choices for themselves 3. Be able to support relationships between children and young people and others in the setting 3.1 Support children and young people to communicate effectively with others 18

19 3.2 Encourage children and young people to understand other people s individuality, diversity and differences 3.3 Help children and young people to understand and respect other people s feelings and points of view 3.4 Support children and young people to develop group agreements about the way they interact with others 3.5 Demonstrate ways of encouraging and supporting children and young people to deal with conflict for themselves Assessment requirements: This unit must be assessed in accordance with the TDA assessment principles. All of the assessment criteria must be assessed in the workplace. Communicate: verbally non-verbally informally formally 19

20 Unit 3 Title: Communication and professional relationships with children, young people and adults Level: 2 Credit value: 2 Guided learning hours: 15 Learning outcomes Assessment criteria The learner will: 1. Know how to interact with and respond to children and young people The learner can: 1.1 Describe how to establish respectful, professional relationships with children and young people 1.2 Describe with examples how to behave appropriately for a child or young person s stage of development 1.3 Describe how to deal with disagreements between children and young people 1.4 Describe how own behaviour could: a) promote effective interactions with children and young people b) impact negatively on interactions with children and young people 2. Know how to interact with and respond to adults 2.1 Describe how to establish respectful, professional relationships with adults 2.2 Describe the importance of adult relationships as role models for children and young people 3. Know how to communicate with children, young people and adults 3.1 Describe how communication with children and young people differs across different age ranges and stages of development 3.2 Describe the main differences between communicating with adults and communicating with children and young people 20

21 3.3 Identify examples of communication difficulties that may exist 3.4 Describe how to adapt communication to meet different communication needs 3.5 Describe how to deal with disagreements between a) the practitioner and children and young people b) the practitioner and other adults 4. Know about current legislation, policies and procedures for confidentiality and sharing information, including data protection 4.1 Identify relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information 4.2 Describe the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this 4.3 Identify the kinds of situations when confidentiality protocols must be breached Assessment requirements: n/a 21

22 Unit 4 Title: Child and young person development Level: 2 Credit value: 2 Guided learning hours: 15 Learning outcomes Assessment criteria The learner will: 1. Know the main stages of child and young person development The learner can: 1.1 Describe the expected pattern of children and young people's development from birth to 19 years, to include: a) physical development b) communication and intellectual development c) social, emotional and behavioural development 1.2 Describe with examples how different aspects of development can affect one another 2. Understand the kinds of influences that affect children and young people s development 2.1 Describe with examples the kinds of influences that affect children and young people s development including: a) background b) health c) environment 2.2 Describe with examples the importance of recognising and responding to concerns about children and young people s development 3. Understand the potential effects of transitions on children and young people s development 3.1 Identify the transitions experienced by most children and young people 3.2 Identify transitions that only some children and young people may experience e.g. bereavement 22

23 3.3 Describe with examples how transitions may affect children and young people s behaviour and development Assessment requirements: n/a 23

24 Unit 5 Title: Safeguarding the welfare of children and young people Level: 2 Credit value: 3 Guided learning hours: 20 Learning outcomes Assessment criteria The learner will: 1. Know about the legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety The learner can: 1.1 Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety 1.2 Describe the roles of different agencies involved in safeguarding the welfare of children and young people 2. Know what to do when children or young people are ill or injured, including emergency procedures 2.1 Identify the signs and symptoms of common childhood illnesses 2.2 Describe the actions to take when children or young people are ill or injured 2.3 Identify circumstances when children and young people might require urgent medical attention 2.4 Describe the actions to take in response to emergency situations including: a) fires b) security incidents c) missing children or young people 3. Know how to respond to evidence or concerns that a child or young person has been abused, harmed or bullied 3.1 Identify the characteristics of different types of child abuse 3.2 Describe the risks and possible consequences for children and young people using the internet, mobile phones and other technologies 24

25 3.3 Describe actions to take in response to evidence or concerns that a child or young person has been abused, harmed (including self harm) or bullied, or may be at risk of harm, abuse or bullying 3.4 Describe the actions to take in response to concerns that a colleague may be: failing to comply with safeguarding procedures harming, abusing or bullying a child or young person 3.5 Describe the principles and boundaries of confidentiality and when to share information Assessment requirements: n/a 25

26 Unit 6 Title: Support children and young people s positive behaviour Level: 2 Credit value: 2 Guided learning hours: 15 Learning outcomes Assessment criteria The learner will: 1. Know the policies and procedures of the setting for promoting children and young people s positive behaviour The learner can: 1.1 Describe the policies and procedures of the setting relevant to promoting children and young people s positive behaviour 1.2 Describe with examples the importance of all staff consistently and fairly applying boundaries and rules for children and young people s behaviour in accordance with the policies and procedures of the setting 2. Be able to support positive behaviour 2.1 Describe the benefits of encouraging and rewarding positive behaviour 2.2 Apply skills and techniques for supporting and encouraging children and young people s positive behaviour 2.3 Demonstrate realistic, consistent and supportive responses to children and young people s behaviour 2.4 Provide an effective role model for the standards of behaviour expected of children, young people and adults within the setting 3. Be able to respond to inappropriate behaviour 3.1 Select and apply agreed strategies for dealing with inappropriate behaviour 3.2 Describe the sorts of behaviour problems that should be referred to others and to whom these should be referred 26

27 Assessment requirements: This unit must be assessed in accordance with the TDA assessment principles. Assessment criteria 2.2, 2.3, 2.4 and 3.1 must be assessed in the workplace. Policies and procedures of the setting relevant to promoting positive behaviour e.g. behaviour policy code of conduct rewards and sanctions dealing with conflict and inappropriate behaviour anti-bullying attendance Inappropriate behaviour is behaviour which conflicts with the accepted values and beliefs of the setting and society. Inappropriate behaviour may be demonstrated through speech, writing, non-verbal behaviour or physical abuse. 27

28 Unit 7 Title: Support children and young people s health and safety Level: 2 Credit value: 3 Guided learning hours: 15 Learning outcomes Assessment criteria The learner will: 1. Know the legislative and policy framework for health and safety The learner can: 1.1 Describe how current health and safety legislation, policies and procedures are implemented in the setting 1.2 Describe how health and safety is monitored and maintained in the setting 1.3 Describe how people in the setting are made aware of risks and hazards and encouraged to work safely 1.4 Identify the lines of responsibility and reporting for health and safety in the setting 2. Be able to recognise and manage risks to children and young people s health, safety and security 2.1 Demonstrate how to identify potential hazards to the health, safety and security of children and young people 2.2 Demonstrate how to deal with hazards to minimise risks to the health, safety and security of children and young people 2.3 Demonstrate ways of supporting children and young people to take responsibility for their own health, safety and security 3. Be able to support children and young people to assess and manage risk 3.1 Outline the importance of taking a balanced approach to risk management 3.2 Demonstrate ways of supporting children and young people to assess and manage risk for 28

29 themselves 4. Be able to respond to emergency situations 4.1 Recognise and respond to emergency situations 4.2 Follow the setting s procedures for dealing with emergency situations 4.3 Give reassurance and comfort to those involved in the emergency 4.4 Give other people providing assistance clear information about what has happened 4.5 Follow the procedures of the setting for reporting and recording accidents and emergencies Assessment requirements: This unit must be assessed in accordance with the TDA assessment principles. Assessment criteria 2.1, 2.2, 2.3 and 3.2 must be assessed in the workplace. Simulation may be used for assessment criteria 4.1, 4.2, 4.3, 4.4 and 4.5. Potential hazards to the health, safety and security of children and young people e.g. physical security fire food safety personal safety Balanced approach to risk management: o taking into account the child or young person s age, needs and abilities o avoiding excessive risk taking o not being excessively risk adverse o recognising the importance of risk and challenge to children and young people s development Emergency situations including: o accidents o illness o fires o security incidents o missing children or young people 29

30 Unit 8 Title: Support learning activities Level: 2 Credit value: 4 Guided learning hours: 25 Learning outcomes Assessment criteria The learner will: 1. Be able to support the teacher in planning learning activities The learner can: 1.1 Describe how a learning support practitioner may contribute to the planning, delivery and review of learning activities 1.2 Identify own strengths and weaknesses in relation to supporting learning activities and how these may impact on the support that can be provided 1.3 Use own knowledge of the learners and curriculum to contribute to the teacher s planning 1.4 Identify and obtain the information required to support learning activities 1.5 Identify and agree with the teacher the opportunities for using information and communication technology to support learning 2. Be able to prepare for learning activities 2.1 Select and prepare the resources required for planned learning activities 2.2 Adapt resources as directed by the teacher to meet the needs of learners 2.3 Ensure the learning environment meets relevant health, safety, security and access requirements 3. Be able to support learning activities 3.1 Use a range of learning support strategies to meet the needs of learners 3.2 Apply skills and techniques to engage and motivate learners 30

31 3.3 Demonstrate ways of supporting learners to develop: a) literacy skills b) numeracy skills c) ICT skills 3.4 Describe the sorts of problems that might occur when supporting learning activities and how to deal with these 4. Be able to observe and report on learner participation and progress 4.1 Apply skills and techniques for monitoring learners responses to learning activities 4.2 Assess how well learners are participating in activities and the progress they are making 4.3 Record observations and assessments of learner participation and progress in the required format 5. Be able to support the evaluation of learning activities 5.1 Describe the importance of evaluating learning activities 5.2 Provide constructive feedback on learning activities in discussion with the teacher 5.3 Identify any difficulties encountered in supporting the learning activities 5.4 Provide the teacher with feedback on learners participation and progress 6. Be able to evaluate own practice in relation to supporting literacy, numeracy and ICT 6.1 Identify ways in which own knowledge, understanding and skills in literacy, numeracy and ICT impact on practice 6.2 Identify opportunities to improve own knowledge, understanding and skills in literacy, numeracy and ICT Assessment requirements: This unit must be assessed in accordance with the TDA assessment principles. Assessment criteria 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.2, 5.3 and 5.4 must be assessed in the workplace. Information required to support learning activities includes: 31

32 the learning objectives the learning resources required own role in supporting the learning activities any specific information or instructions relating to the learners and/or activities Information and communication technology covers a range of different activities, equipment and technological devices, such as programmable toys, telephones, videos, timers, keyboards, keypads, computers, software, digital cameras, interactive whiteboards as well as new technologies as they become available. Resources to support learning activities including: materials equipment (including ICT) software books and other written materials Problems may relate to: the learning activities the learning resources the learning environment the learners 32

33 Unit 9 Title: Help improve own and team practice in schools Level: 3 Credit value: 3 Guided learning hours: 15 Learning outcomes Assessment criteria The learner will: The learner can: 1. Be able to reflect on own practice 1.1 Take note of children and young people s responses to own practice 1.2 Ask for constructive feedback on own practice from colleagues 1.3 Take note of responses to own practice from others 1.4 Evaluate all aspects of own practice 2. Be able to improve own practice 2.1 Identify possible development opportunities relevant to improving own practice 2.2 Describe the importance of continuing professional development 2.3 Work with an appropriate person to: a) identify own strengths, and areas where practice could improve b) plan ways in which practice could improve c) identify goals and targets 2.4 Take part in continuing professional development that is relevant to own goals and targets 2.5 Review own personal development 2.6 Identify new areas of skill and knowledge to achieve new goals and targets 3. Understand the work of the team 3.1 Describe why team work is important in schools 33

34 3.2 Describe the purpose and objectives of the team in which they work 3.3 Describe own role and responsibilities and those of others in the team 3.4 Describe the importance of respecting the skills and expertise of other practitioners 4. Be able to support the work of the team 4.1 Support the purpose and objectives of the team 4.2 Carry out own role and responsibilities within the team 4.3 Communicate clearly with team members and others, making sure they have the information they need 4.4 Interact with others in a way that supports good team work 4.5 Identify and suggest ways in which the team could improve its work, challenging existing practice where necessary 4.6 Respond to differences of opinion and conflict constructively 4.7 Seek advice and support from relevant people when needed Assessment requirements: Assessment criteria 1.1, 1.2, 1.3, 4.1, 4.2, 4.3, 4.4, 4.5 and 4.7 must be assessed in the workplace. Simulation may be used for assessment criterion

35 Optional units - Group B Unit 10 Title: Schools as organisations Level: 3 Credit value: 3 Guided learning hours: 15 Learning outcomes Assessment criteria The learner will: 1. Know the structure of education from early years to post-compulsory education The learner can: 1.1 Summarise entitlement and provision for early years education 1.2 Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance 1.3 Explain the post 16 options for young people and adults 2. Understand how schools are organised in terms of roles and responsibilities 2.1 Explain the strategic purpose of: a) school governors b) senior management team c) other statutory roles e.g. SENCO d) teachers e) support staff roles 2.2 Explain the roles of external professionals who may work with a school e.g. educational psychologist 3. Understand school ethos, mission, aims and values 3.1 Explain how the ethos, mission, aims and values of a school may be reflected in working practices 3.2 Evaluate methods of communicating a school s ethos, mission, aims and values 4. Know about the legislation affecting schools 4.1 Summarise the laws and codes of practice affecting work in schools 35

36 4.2 Explain how legislation affects how schools work 4.3 Explain the roles of regulatory bodies relevant to the education sector which exist to monitor and enforce the legislative framework, including: a) general bodies such as the Health and Safety Executive b) school specific regulatory bodies 5. Understand the purpose of school policies and procedures 5.1 Explain why schools have policies and procedures 5.2 Summarise the policies and procedures schools may have relating to: a) staff b) pupil welfare c) teaching and learning d) equality, diversity and inclusion e) parental engagement 5.3 Evaluate how school policies and procedures may be developed and communicated 6. Understand the wider context in which schools operate 6.1 Summarise the roles and responsibilities of national and local government for education policy and practice 6.2 Explain the role of schools in national policies relating to children, young people and families 6.3 Explain the roles of other organisations working with children and young people and how these may impact on the work of schools Assessment requirements: n/a 36

37 Unit 11 Title: Schools as organisations Level: 2 Credit value: 3 Guided learning hours: 20 Learning outcomes Assessment criteria The learner will: 1. Know the different types of schools in the education sector The learner can: 1.1 Identify the main types of state and independent schools 1.2 Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance 2. Know how schools are organised in terms of roles and responsibilities 2.1 Describe roles and responsibilities of: a) school governors b) senior management team c) other statutory roles e.g. SENCO d) teachers e) support staff 2.2 Describe the roles of external professionals who may work with a school e.g. educational psychologist 3. Understand how schools uphold their aims and values 3.1 Define the meaning of: a) aims b) values 3.2 Describe with examples how schools may demonstrate and uphold their aims 3.3 Describe with examples how schools may demonstrate and uphold their values 4. Know about the laws and codes of practice that affect work in schools 4.1 Identify the laws and codes of practice affecting work in schools 37

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