BIIAB Level 2 Certificate in Supporting Teaching and Learning in Schools

Qualification Handbook BIIAB Level 2 Certificate in Supporting 601/6966/7 C00/0771/0 Version 2 Version 2 BIIAB January 2018 www.biiab.org

Version and date Version 2 January 2018 Change, alteration or addition Updated throughout to remove reference to QCF Updated RoC with TQT figures Section Version 2 BIIAB January 2018 www.biiab.org

Table of Contents 1. About the BIIAB Level 2 Certificate in Supporting Teaching and Learning in Schools... 2 2. Objective and Purpose of this Qualification... 2 3. About this Handbook... 3 4. BIIAB Customer Service... 3 5. What are Rules of Combination (ROC)?... 4 6.BIIAB Level 2 Certificate in Supporting Teaching and Learning in Schools Rules of Combination (ROC) and structure... 5 7. Age Restriction... 8 8. Entry Requirements and Progression... 8 9. Assessment... 9 10. Initial Assessment and Induction... 15 11. Resources... 16 12. Design and Delivery... 17 13. Format of Units... 18 14. Initial Registration... 20 15. Qualification Review and Feedback... 21 16. Mandatory Units... 22 17. BIIAB Level 2 Certificate in Supporting Teaching and Learning in Schools Sign-off Sheet... 23 Version 2 BIIAB January 2018 1 www.biiab.org

1. About the BIIAB Level 2 Certificate in Supporting Teaching and Learning in Schools BIIAB is regulated to deliver this qualification by Ofqual, Qualifications Wales and CCEA Regulations in England, Wales and Northern Ireland respectively. The qualification has a unique Qualification Number (QN) which is shown below. Each unit within the qualification will also have a regulatory Unit Reference Number (URN). The QN code will be displayed on the final certificate for the qualification. Qualification Title BIIAB Level 2 Certificate in Supporting Teaching and Learning in Schools Qualification Number (QN) 601/6966/7 C00/0771/0 2. Objective and Purpose of this Qualification This qualification has been designed to allow learners to obtain and then demonstrate the knowledge and skills required to support teaching and learning at level 2. Achievement of this qualification will indicate both the knowledge and competence. This qualification, with Functional Skills and Employment Rights and Responsibilities, is designed to make up the component parts of the Supporting apprenticeship (Intermediate level in England, Foundation level in Wales). The primary purpose of the qualification is to confirm competence in an occupational role to the standards required. However, employers can also rely on the knowledge and skills provided as meeting nationally recognised standards at this level as such the sub-purpose is to develop knowledge and/or skills in a subject area. As such, this qualification has value either as a stand-alone qualification or as part of an Apprenticeship. Due to constant Regulatory, policy and funding changes users are advised to check this qualification has been placed in the relevant Apprenticeship Framework and / or is funded for use with individual learners before making registrations. If you are unsure about the qualifications status please contact BIIAB head office. Version 2 BIIAB January 2018 2 www.biiab.org

3. About this Handbook This support pack has been developed to provide guidance for learners, assessors and verifiers undertaking, delivering, or quality assuring this qualification. The purpose of the support pack is to provide the majority of the key information that may be needed to prepare for, and help support, the successful delivery of the qualification, in one place. If this pack is updated, centres will be notified via the BIIAB monthly newsletter which goes to approved centres. 4. BIIAB Customer Service BIIAB is committed to giving the highest possible levels of customer service. The BIIAB s Service Level Agreement is available via www.biiab.org. Our Customer Service team can be contacted between the hours of 0900 and 1700 Monday to Friday by using the contact details below, or outside those hours, by leaving a message on our voicemail service. Customer Service Contact Details: 01276 684449 Email: customersupport@bii.org Our Customer Service team will be happy to assist with any administration-related enquiries you may have. For example: registration and certification enquiries re-certification issues Centres available in the local area appeals whistleblowing. Version 2 BIIAB January 2018 3 www.biiab.org

5. What are Rules of Combination (ROC)? Under the Regulatory Framework qualifications can be made up of a combination of mandatory and/or optional units. The units and credits required to complete a qualification are set out by the rules of combination (ROC). The ROC allows for flexibility and transferability. The ROC will specify: The total credit value of the qualification The amount of credit that must be achieved within specific groupings of units (eg Mandatory, Optional Unit, and Optional groups) The minimum credit which must be achieved at the level or above the level of the qualification The Total Qualification Time (TQT) The title, Unit Regulation Number and BIIAB Unit number for each unit, alongside its level, credit, and GLH Any barred units (units that cannot be taken together as part of the qualification) When choosing the appropriate route for a learner or group of learners, it is the responsibility of the centre to ensure the rules of combination are adhered to. Version 2 BIIAB January 2018 4 www.biiab.org

6.BIIAB Level 2 Certificate in Supporting Teaching and Learning in Schools Rules of Combination (ROC) and structure To achieve the Level 2 Certificate in Supporting learners must gain a total of 30 credits. This must consist of: Minimum total credit: 30 Mandatory group A minimum credit: 24 Optional unit groups B and C minimum credit: 6 This must consist of: o Optional group B maximum credit: 3 o Optional group C minimum credit of: 3 A minimum of 30 credits must be achieved through the completion of units at Level 2 and above. GLH: 180 TQT: 300 The qualification has been developed based upon industry feedback as to the fundamental knowledge and skills required to work in the sector at the level. Listed below are the qualification units. Mandatory Group A Unit no URN Unit Title Level Credit GLH Assessment method STL1 D/601/3321 Equality, diversity and inclusion in work with children and young people 2CYPW07 D/601/7403 Maintain and support relationships with children and young people 2 2 15 Assessment Knowledge Module 2 3 15 Portfolio STL2 F/601/3313 Communication and professional relationships with children, young people and adults 2 2 15 Portfolio 2CYPW01 H/601/3305 Child and young person development 2 2 15 Portfolio 2CYPW02 K/601/3323 Safeguarding the welfare of children and young people 2CYPW08 T/601/7407 Support children and young people s positive behaviour 2 3 20 Portfolio 2 2 15 Portfolio Version 2 BIIAB January 2018 5 www.biiab.org

STL3 T/601/7410 Support children and young people s health and safety 2 3 15 Portfolio STL4 A/601/7411 Support learning activities 2 4 25 Portfolio STL5 T/601/7391 Help improve own and team practice in schools 2 3 15 Portfolio Optional Group B Unit no URN Unit Title Level Credit GLH Assessment method STL6 A/601/3326 Schools as organisations 3 3 15 Assessment Knowledge Module STL7 T/601/3325 Schools as organisations 2 3 20 Assessment Knowledge Module Version 2 BIIAB January 2018 6 www.biiab.org

Optional Group C Unit no URN Unit Title Level Credit GLH Assessment method STL8 A/601/6579 Support the use of information and communication technology for teaching and learning 2 2 12 Portfolio STL9 K/601/6500 Provide displays in schools 2 3 15 Portfolio STL10 L/601/7414 Contribute to supporting bilingual learners 2CYPW12 A/601/6517 Support children and young people at meal or snack times 2CYPW13 D/601/6526 Support children and young people with disabilities and special educational needs CA83 D/601/9023 Provide support for therapy sessions 2 2 12 Portfolio 2 3 18 Portfolio 2 4 26 Portfolio 2 2 14 Portfolio STL11 M/601/6577 Support extra-curricular activities 2 3 15 Portfolio 2CYPW11 T/601/6564 Support children and young people s play and leisure STL12 Y/601/6573 Support children and young people s travel outside of the setting 2 3 16 Portfolio 2 3 22 Portfolio STL13 Y/601/7416 Invigilate tests and examinations 3 3 19 Portfolio STL14 D/601/7417 Prepare and maintain learning environments 2 3 18 Portfolio STL15 A/601/4072 Support assessment for learning 3 4 20 Portfolio CA104 J/601/8027 Move and position individuals in accordance with their plan of care 2 4 26 Portfolio Version 2 BIIAB January 2018 7 www.biiab.org

7. Age Restriction The qualification in this handbook is appropriate for use in the following age ranges: 16-18 19+. 8. Entry Requirements and Progression There are no entry requirements for this qualification. However, learners must be assessed to ensure they have a reasonable chance of achievement and will be able to generate the required evidence. The qualification is designed to equip learners with the knowledge and skills required to support teaching and learning at this level. The recommended progression route is to the BIIAB Level 3 Award in Supporting. It also will allow for a number of progression routes to employment and into other areas of learning. Achievement of the qualification offers opportunities for progression, including: Intermediate apprenticeship in Supporting BIIAB Level 3 Award in Supporting 601/7728/7 BIIAB Level 3 Diploma in Specialist Support for 601/6967/9 Version 2 BIIAB January 2018 8 www.biiab.org

9. Assessment Overview of assessment strategy This combined qualification contains knowledge and competence units. Knowledge units are assessed by Assessment Knowledge Modules (AKMs) externally set by the BIIAB or Centre Devised Assessments. The AKMs are internally marked assessments, containing a series of questions, marked and internally verified by the centre and with external verification by the BIIAB External Quality Assurer (EQA). Competence units are assessed following NVQ principles and require learners to build a portfolio of evidence, which will demonstrate competence by various means including observation by an assessor. Assessments provided by BIIAB will ensure that effective learning has taken place and that learners have the opportunity to: Meet the assessment criteria Achieve the learning outcomes. Centres must obtain approval for any Centre Devised Assessments before their use. Please contact BIIAB for details of the Centre Devised Assessment process and procedure. Assessment process Assessment is the process used to judge the competence, of a learner, against set standards. The assessor is the person who is responsible for determining learners competence. The assessor may be a work place supervisor or an external person who is trained and qualified, or working towards a qualification relevant to the assessor role. Assessors base their judgement on performance and decide how it compares to the national standard. The assessor will also ask questions based on the knowledge required to do the work, to ascertain the knowledge and understanding of the learner. When the required units have been completed and the assessor is satisfied that the learner has met the national standard, a recommendation for a certificate will be made. An Internal Quality Assurer (IQA) is responsible for the quality assurance of the qualifications within the training organisation and will provide advice, guidance and support to the assessors. IQAs also ensure that the assessors apply the standards consistently and fairly. The IQA will see review the portfolio of evidence during the assessment process. An External Quality Assurer (EQA), who is appointed by BIIAB, will verify the assessment and internal verification decisions involved in the development of the portfolio. The EQA will quality assure the qualification process, which ensures that certification of the qualification is reliable, consistent and to the national standard, by checking the consistency of assessments made by the training provider, and across training providers. Version 2 BIIAB January 2018 9 www.biiab.org

Assessment Strategy The Assessment Strategy is supported by Skills for Justice. While BIIAB has not itself designed the strategy it agrees with the principles and their suitability as an Assessment Strategy for this qualification, it has agreed that this strategy will be applied for this qualification and it has agreed that it will monitor the compliance of BIIAB centres offering this qualification against the criteria. As such all centres and their assessment must adhere to the current assessment strategy for this qualification. The assessment strategy for this qualification can be seen in the section which follows and it provides details of the key requirements for the qualification and the assessor, verifiers delivering, quality assuring and certificating the qualification. Requirements of assessors, external and internal verifiers Candidates may be assessed, moderated or verified at work either by one or several appointed individuals. Assessors - The primary responsibility of an assessor is to assess candidates performance in a range of tasks and to ensure the evidence submitted by the candidate meets the requirements of the assessment criteria. It is important that an assessor can recognise occupational competence as specified by the national standard. Assessors therefore need to have a thorough understanding of assessment and quality assurance practices, as well as have in-depth technical understanding related to the qualifications for which they are assessing candidates. To be able to assess candidates, assessors must: OR hold an appropriate qualification, as specified by the appropriate regulatory authority, confirming their competence to assess candidates undertaking competence-based units and qualifications. Assessors holding older qualifications must be able to demonstrate that they are assessing to the current standards; be working toward an appropriate qualification, as specified by the appropriate regulatory authority. Any assessors working towards an appropriate qualification must ensure their decisions are countersigned by a suitably-qualified assessor/verifier and should be supported by a qualified assessor throughout their training period. be occupationally competent. Assessors must provide current evidence of competence, knowledge and understanding in the areas to be assessed. This will normally be achieved through demonstrating competence in the roles which are to be assessed, or demonstrated by relevant experience and continuing professional development (CPD) which may include the achievement of qualifications relevant to the areas being assessed. have a full and current understanding of the units of competence and requirements of the qualifications being assessed, including the quality of assessment and the assessment process. It is the responsibility of approved centres to select and appoint assessors. Version 2 BIIAB January 2018 10 www.biiab.org

Internal Quality Assurer (IQA) - A primary responsibility of IQAs is to assure the quality and consistency of assessments by the assessors for whom they are responsible. IQAs therefore need to have a thorough understanding of quality assurance and assessment practices, as well as sufficient technical understanding related to the qualifications that they are internally verifying. It will be the responsibility of the approved centre to select and appoint IQA s. IQAs must: hold an appropriate qualification, as specified by the appropriate regulatory authority, confirming their competence to internally verify competence-based assessments and candidates. IQAs holding older qualifications must be able to demonstrate that they are verifying to the current standards OR be working toward an appropriate qualification, as specified by the appropriate regulatory authority. If an IQA is working towards an appropriate qualification, his/her decisions must be countersigned by a suitably qualified IQA and should be supported by a qualified IQA throughout the training period. be occupationally competent. IQAs must demonstrate sufficient and current understanding of the qualifications to be internally verified, and know how they are applied in the workplace. demonstrate competent practice in internal verification of assessment, and demonstrate understanding of the principles and practices of internal verification of assessment, including the quality of assessment and the assessment process. Version 2 BIIAB January 2018 11 www.biiab.org

External Quality Assurer (EQA) - The primary responsibility of EQAs is to assure quality of internal verification and assessments across the centres for which they are responsible. EQAs must have a thorough understanding of quality assurance and assessment practices, as well as in-depth technical knowledge related to the qualifications that they are externally verifying. EQAs must: hold an appropriate qualification as specified by the appropriate regulatory authority, confirming their competence to verify competence-based assessments. EQAs holding older qualifications must be able to demonstrate that they are verifying to the current standards; OR be working toward an appropriate qualification, as specified by the appropriate regulatory authority. If EQAs are working towards an appropriate qualification, their decisions must be countersigned by a suitably qualified EQA and should be supported by a qualified EQA throughout their training period. be occupationally competent. EQAs must demonstrate sufficient and current understanding of the qualifications to be verified, and know how they are applied in business. demonstrate competent practice in external verification of assessment, and demonstrate understanding of the principles and practices of external verification of assessment, including the quality of assessment and the assessment process. It is the responsibility of the awarding organisation to select and appoint EQAs. Skills for Justice and awarding organisations require all assessors, moderators and verifiers to maintain current competence to deliver these functions. Skills for Justice recognises this can be achieved in many ways. However, such information must be formally recorded in individual CPD records that are maintained in assessment centres. Version 2 BIIAB January 2018 12 www.biiab.org

Assessment of the Knowledge Units When assessing the knowledge and understanding based units, it is important that the chosen assessment methodology is appropriate to this and is accurately recorded. Assessment methodologies that are appropriate for the knowledge and understanding units include: Professional discussion Learner reflective accounts Question and Answer Assignments and Projects. These must be planned, assessed and verified by centres, using approved and robust systems and procedures. Assessors and IQAs must ensure that they are able to demonstrate their own CPD and competence across the units being delivered and assessed, because of the nature of the theoretical content that has to be covered. Particular attention must be paid to units which permit learners to use their places of study or research of organisations in order to achieve the unit, and those which can only be achieved if the learner is in current employment, or there is recognition of prior learning from extensive experience in that particular occupational sector. Evidence from Workplace Performance Evidence of occupational competence of all competence units at any level, should be generated and collected through performance under workplace conditions. This includes the knowledge-based learning outcomes and assessment criteria of the competence units. These conditions would be those typical to the candidate's normal place of work. The evidence collected under these conditions should also be as naturally occurring as possible. It is accepted that not all employees have identical workplace conditions and therefore there cannot be assessment conditions that are identical for all candidates. However, assessors must ensure that, as far as possible, the conditions for assessment should be those under which the candidate usually works. Simulation Simulation may not be used for this qualification. Version 2 BIIAB January 2018 13 www.biiab.org

Appeals If learners are dissatisfied with an assessment outcome, they have the right to appeal. The main reasons for an appeal are likely to be: Learners do not understand why they are not yet regarded as competent, because of unsatisfactory feedback from the assessor Learners believe they are competent and that the assessor has misjudged them, or has failed to utilise some vital evidence. BIIAB expects most appeals from candidates to be resolved within the centre. BIIAB will only consider a candidate s appeal after the centre s internal appeals procedure has been fully exhausted. For full details of the BIIABs appeals procedure please refer to www.biiab.org Version 2 BIIAB January 2018 14 www.biiab.org

10. Initial Assessment and Induction Prior to the start of any programme it is recommended that centres should make an initial assessment of each learner. This is to ensure that the learners are entered for an appropriate type and level of qualification. The initial assessment should identify the specific training needs that the learner has, and the support and guidance that they may require when working towards their qualification. The centre must also identify any units the learner has already completed, or credits they have accumulated, relevant to the qualification. BIIAB suggests that centres provide an induction programme to ensure the learner fully understands the requirements of the qualification they will work towards, their responsibilities as a learner, and the responsibilities of the centre. Version 2 BIIAB January 2018 15 www.biiab.org

11. Resources BIIAB provides the following additional resources for this qualification: Assessment Knowledge Modules (AKMs) for assessing specific units Assessor Guidance for assessing specific units Evidence matrices for the competence / NVQ units a Summative Reflective account Access to the units. All of these resources are available for download via The Hub on centrezone.bii.org. The Hub is a secure area within CentreZone which centres approved for the qualification can access. The Hub contains documents relevant to the qualification. Centres will find The Hub on the list of tabs in CentreZone. Access to the Units Units form the qualification and the standard that must be achieved in order to be awarded each unit. This is covered within the learning outcomes, assessment criteria and the indicative content that form part of the delivery. The majority of these units are written by the Sector Skills Council, although some are written by other organisations. BIIAB includes the mandatory units within this pack, and makes all units available via centrezone.bii.org Learner Summative Reflection In order to claim the unit(s) for the qualification, the learner will need to complete a learner summative reflection, to reflect on their qualification, what they have learnt and how they have been able to apply this within their work role. Version 2 BIIAB January 2018 16 www.biiab.org

12. Design and Delivery Centres must refer to the units that form the qualification and the standard that must be achieved in order to be awarded each unit. This is covered within the learning outcomes and assessment criteria that form part of the delivery. Each unit within this qualification has been allocated a number of Guided Learning Hours (GLH). This can include activities such as training/class room based sessions, tutorials, supervised study or supervised on-the-job learning and face-to-face or other pre-arranged 1:1 teaching sessions (e.g. simultaneous electronic communication such as webcam contact or internet messaging). It could also include time spent undertaking assessments. The qualification will be assigned Total Qualification Time (TQT), which, as well as GLH, will include the estimated number of hours spend in preparation, study or any other supervised learning, study or assessment for an average learner. When planning how to deliver the qualification it is important to refer to this definition. Centres must refer to the Assessment Principles and Additional Requirements detailed in this handbook when planning the delivery and assessment of these qualifications. Version 2 BIIAB January 2018 17 www.biiab.org

13. Format of Units All units within this qualification will be presented in a standard format that is consistent with the format for all units of assessment. The format will give tutors and learners guidance as to the requirements of the unit for successful completion. Each unit within this specification will be in the format below: Unit Title This will be shown as it appears on the Register of Regulated Qualifications (http://register.ofqual.gov.uk). Unit Number / Unit Reference Number (URN) The Unit Reference Number is the unique code that the unit is given by the Regulator. This unit will be referenced on the final qualification certificate. The same unique code for the unit applies in whichever qualification the unit is included within. BIIAB also assign unique unit numbers which normally is consistent when the unit is used in multiple BIIAB qualifications. Level This identifies the level of demand for the unit, but may be a different level to that of the overall qualification. The level of the units will be set according to National Occupational Standards and the level descriptors. Credit When a whole unit is completed the learner will achieve credits specified by the number of hours learning time it will take an average learner to complete the unit including the assessment. Guided Learning Hours (GLH) The required number of hours that learning should take place under the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training. Version 2 BIIAB January 2018 18 www.biiab.org

Learning Outcomes and Assessment Criteria Learning Outcomes are what the learner is expected to know, understand or be able to do upon successful completion of the unit. Assessment Criteria are descriptions of the requirements that a learner is expected to meet in order to demonstrate that a learning outcome has been achieved. Version 2 BIIAB January 2018 19 www.biiab.org

14. Initial Registration Registration and Certification Learners should be registered and certificated via BIIAB s On-line Registration and Certification Service (ORCS) www.orcs.biiab.org. Please refer to BIIAB s Centre Guidance for using ORCS. Equal Opportunities and Diversity Policy BIIAB has in place an equal opportunities policy, a copy can be found at http://centrezone.bii.org/thehub/apprenticeships/qadocuments. BIIAB is committed to ensure that: Approved centres operate an equal opportunities policy Approved centres communicate the policy to staff and learners Approved centres have an effective complaints and appeals procedure of which both staff and learners are made aware Approved centres are aware of their responsibilities in providing equality of opportunity, particularly with regard to provision for learners with particular assessment requirements. Reasonable Adjustment Policy Learners who require reasonable adjustments for their assessments must inform their assessor at the beginning of their course of their requirements. BIIAB has a reasonable adjustment policy in place, a copy of which is provided to all BIIAB approved centres and can be found at http://centrezone.bii.org/thehub/apprenticeships/qadocuments. Version 2 BIIAB January 2018 20 www.biiab.org

15. Qualification Review and Feedback BIIAB is committed to the ongoing review of this qualification to ensure it remains fit for purpose. This review approach involves the collation of evidence in the form of any information, comments and complaints received from users of this qualification in relation to its development, delivery and award. BIIAB will give due regard to any credible evidence received which suggests that a change in approach to the development, delivery and award of this qualification is required in order to ensure that no adverse effects will result. This qualification will be reviewed and revised to ensure the approach remains appropriate and that it is fit for purpose. Version 2 BIIAB January 2018 21 www.biiab.org

16. Mandatory Units The following units are mandatory for this qualification. For access to all optional units please visit centrezone.bii.org. Version 2 BIIAB January 2018 22 www.biiab.org

17. BIIAB Level 2 Certificate in Supporting Teaching and Learning in Schools Sign-off Sheet To achieve the Level 2 Certificate in Supporting learners must gain a total of 30 credits. This must consist of: Minimum total credit: 30 Mandatory group A minimum credit: 24 Optional unit groups B and C minimum credit: 6 This must consist of: o Optional group B maximum credit: 3 o Optional group C minimum credit of: 3 A minimum of 30 credits must be achieved through the completion of units at Level 2 and above. GLH: 180 TQT: 300 Learners and centres should complete the following table to confirm when a unit is considered as complete. Only units that are a requirement of the RoC and Optional units that are selected to meet the RoC requirements need to be completed. Version 2 BIIAB January 2018 23 www.biiab.org

Mandatory Group A Unit no URN Unit Title Learner Signature Date Assessor Signature STL1 D/601/3321 Equality, diversity and inclusion in work with children and young people 2CYPW07 D/601/7403 Maintain and support relationships with children and young people STL2 F/601/3313 Communication and professional relationships with children, young people and adults 2CYPW01 H/601/3305 Child and young person development Date Internal Quality Assurer signature (if sampled) Date 2CYPW02 K/601/3323 Safeguarding the welfare of children and young people 2CYPW08 T/601/7407 Support children and young people s positive behaviour STL3 T/601/7410 Support children and young people s health and safety STL4 A/601/7411 Support learning activities STL5 T/601/7391 Help improve own and team practice in schools Version 2 BIIAB January 2018 www.biiab.org

Optional Unit Group B Unit no URN Unit Title Learner Signature Date Assessor Signature STL6 A/601/3326 Schools as organisations Date Internal Quality Assurer signature (if sampled) Date STL7 T/601/3325 Schools as organisations Optional Group C Unit no URN Unit Title Learner Signature Date Assessor Signature STL8 A/601/6579 Support the use of information and communication technology for teaching and learning STL9 K/601/6500 Provide displays in schools Date Internal Quality Assurer signature (if sampled) Date STL10 L/601/7414 Contribute to supporting bilingual learners 2CYPW12 A/601/6517 Support children and young people at meal or snack times 2CYPW13 D/601/6526 Support children and young people with disabilities and special educational needs CA83 D/601/9023 Provide support for therapy sessions STL11 M/601/6577 Support extra-curricular activities 2CYPW11 T/601/6564 Support children and young people s play and leisure Version 2 BIIAB January 2018 www.biiab.org

STL12 Y/601/6573 Support children and young people s travel outside of the setting STL13 Y/601/7416 Invigilate tests and examinations STL14 D/601/7417 Prepare and maintain learning environments STL15 A/601/4072 Support assessment for learning CA104 J/601/8027 Move and position individuals in accordance with their plan of care BIIAB Level 2 Certificate in Supporting Version 2 BIIAB January 2018 www.biiab.org

Unit Title BIIAB Reference Level 2 Credit Value 3 GLH 15 Unit Reference No. Learning Outcome - The learner will: 1 Be able to communicate with children and young people 2 Be able to develop and maintain relationships with children and young people 3 Be able to support relationships between children and young people and others in the setting Maintain and support relationships with children and young people 2CYPW07 D/601/7403 Assessment Criterion - 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 2.1 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 3.1 Support children and young people to communicate effectively with others 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 Teaching Agency (formerly TDA) Assessment Principles. All of the assessment criteria must be assessed in the workplace. Version 1 BIIAB November 2015 Page 1 of 2

Additional information Assessment Criteria 1.1, 3.1 Communicate: Verbally Non-verbally Informally Formally Version 1 BIIAB November 2015 Page 2 of 2

Unit Title BIIAB Reference Level 2 Credit Value 2 GLH 15 Unit Reference No. Learning Outcome - The learner will: 1 Know the main stages of child and young person development 2 Understand the kinds of influences that affect children and young people s development 3 Understand the potential effects of transitions on children and young people s development Child and young person development 2CYPW01 H/601/3305 Assessment Criterion - 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 2.1 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 3.1 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 3.3 Describe with examples how transitions may affect children and young people s behaviour and development Assessment Requirements This unit must be assessed in accordance with the Teaching Agency (formerly TDA) Assessment Principles. Additional information Learning Outcome 3 Transitions refer to any significant stage or experience in the life of a child or young person that can affect behaviour and/or development. Transitions include those that are common to all children and young people, such as moving school and puberty, and those that are particular only to some, such as bereavement. Version 1 BIIAB November 2015 Page 1 of 1

Unit Title BIIAB Reference Level 2 Credit Value 3 GLH 20 Unit Reference No. Learning Outcome - The learner will: 1 Know about the legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety 2 Know what to do when children or young people are ill or injured, including emergency procedures 3 Know how to respond to evidence or concerns that a child or young person has been abused, harmed or bullied Safeguarding the welfare of children and young people 2CYPW02 K/601/3323 Assessment Criterion - 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 2.1 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 3.1 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 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 maybe at risk of harm, abuse or bullying 3.4 Describe the actions to take in response to concerns that a colleague may be: a. failing to comply with safeguarding procedures b. 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 This unit must be assessed in accordance with the Teaching Agency (formerly TDA) Assessment Principles. Version 1 BIIAB November 2015 Page 1 of 2

Additional information Assessment Criterion 3.3 Assessment Criterion 3.4 Evidence or concerns that a child or young person has been abused, harmed or bullied, or maybe at risk of harm, abuse or bullying includes: disclosure allegations signs and indicators of abuse Concerns that a colleague should recognise that those making the allegations (whistle blowers) and those subject to as yet unproven allegations have rights to protection Version 1 BIIAB November 2015 Page 2 of 2

Unit Title BIIAB Reference Level 2 Credit Value 2 GLH 15 Unit Reference No. Learning Outcome - The learner will: 1 Know the policies and procedures of the setting for promoting children and young people s positive behaviour 2 Be able to support positive behaviour 3 Be able to respond to inappropriate behaviour Support children and young people s positive behaviour 2CYPW08 T/601/7407 Assessment Criterion - 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 2.1 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 3.1 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 Assessment Requirements This unit must be assessed in accordance with the Teaching Agency (formerly TDA) Assessment Principles. Assessment criteria 2.2, 2.3, 2.4 and 3.1 must be assessed in the workplace. Additional information Learning Outcome 1 Policies and procedures of the setting relevant to promoting positive behaviour eg: behaviour policy code of conduct rewards and sanctions dealing with conflict and inappropriate behaviour anti-bullying attendance Version 1 BIIAB November 2015 Page 1 of 2

Additional information Assessment Criterion 3.1 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. Version 1 BIIAB November 2015 Page 2 of 2

Unit Title BIIAB Reference Level 2 Credit Value 2 Equality, diversity and inclusion in work with children and young people STL1 GLH 15 Unit Reference No. D/601/3321 Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Understand the importance of promoting equality and diversity in work with children and young people 2 Understand the impact of prejudice and discrimination on children and young people 3 Understand inclusion and inclusive practices in work with children and young people 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 2.1 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 3.1 Describe what is meant by inclusion and inclusive 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 Version 1 BIIAB March 2016 Page 1 of 1

Unit Title BIIAB Reference Level 2 Credit Value 2 Communication and professional relationships with children, young people and adults STL2 GLH 15 Unit Reference No. F/601/3313 Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Know how to interact with and respond to children and young people 2 Know how to interact with and respond to adults 3 Know how to communicate with children, young people and adults 4 Know about current legislation, policies and procedures for confidentiality and sharing information, including data protection 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: promote effective interactions with children and young people impact negatively on interactions with children and young people 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 3.1 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 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 the practitioner and children and young people the practitioner and other adults 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 Version 1 BIIAB March 2016 Page 1 of 1

Unit Title BIIAB Reference Level 2 Credit Value 3 Support children and young people s health and safety STL3 GLH 15 Unit Reference No. T/601/7410 Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Know the legislative and policy framework for health and safety 2 Be able to recognise and manage risks to children and young people s health, safety and security 3 Be able to support children and young people to assess and manage risk 4 Be able to respond to emergency situations 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 2.1 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 3.1 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 themselves 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 Version 1 BIIAB March 2016 Page 1 of 2

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 eg: physical security fire food safety personal safety Balanced approach to risk management: taking into account the child or young person s age, needs and abilities avoiding excessive risk taking not being excessively risk adverse recognising the importance of risk and challenge to children and young people s development Emergency situations including: accidents illness fires security incidents missing children or young people Version 1 BIIAB March 2016 Page 2 of 2

Unit Title BIIAB Reference Level 2 Credit Value 4 Support learning activities STL4 GLH 25 Unit Reference No. A/601/7411 Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Be able to support the teacher in planning learning activities 2 Be able to prepare for learning activities 3 Be able to support learning activities 4 Be able to observe and report on learner participation and progress 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 2.1 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 3.1 Use a range of learning support strategies to meet the needs of learners 3.2 Apply skills and techniques to engage and motivate learners 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 4.1 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 Version 1 BIIAB March 2016 Page 1 of 3

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, 3.3, 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: 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 Version 1 BIIAB March 2016 Page 3 of 3