Qualification Handbook BIIAB Level 3 Diploma in Specialist Support 601/6967/9 C00/0771/3 Version 2 Version 2 BIIAB January 2018 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support 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
BIIAB Level 3 Diploma in Specialist Support Table of Contents 1. About the BIIAB Level 3 Diploma in Specialist Support for 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 3 Diploma in Specialist Support for Teaching and Learning in Schools Rules of Combination (ROC) and structure... 5 7. Age Restriction... 10 8. Entry Requirements and Progression... 10 9. Assessment... 11 10. Initial Assessment and Induction... 17 11. Resources... 18 12. Design and Delivery... 19 13. Format of Units... 20 14. Initial Registration... 22 15. Qualification Review and Feedback... 23 16. Mandatory Units... 24 17. BIIAB Level 3 Diploma in Specialist Support for Teaching and Learning in Schools sign-off sheet... 25 Version 2 BIIAB January 2018 1 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support 1. About the BIIAB Level 3 Diploma in Specialist Support for Teaching and Learning in Schools BIIAB is regulated to deliver this qualification by Ofqual, Qualification 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 3 Diploma in Specialist Support for Teaching and Learning in Schools Qualification Number (QN) 601/6967/9 C00/0771/3 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 provide specialist teaching and learning support to children and young people in schools. 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 Teaching and Learning in Schools apprenticeship (Advanced level in England, Apprenticeship 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
BIIAB Level 3 Diploma in Specialist Support 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
BIIAB Level 3 Diploma in Specialist Support 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
BIIAB Level 3 Diploma in Specialist Support 6. BIIAB Level 3 Diploma in Specialist Support for Teaching and Learning in Schools Rules of Combination (ROC) and structure To achieve the Level 3 Diploma in Specialist Support learners must gain a total of 44 credits. This must consist of: Minimum total credit: 44 Mandatory group A minimum credit: 32 Optional unit groups B minimum credit: 12 A minimum of 40 credits must be achieved through the completion of units at Level 3 and above. GLH: 232 TQT: 440 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 STL17 A/601/4069 Promote children and young people s positive behaviour 3 3 15 Portfolio 3CYPW04 D/601/1696 Support children and young people's health and safety STL16 F/601/3327 Communication and professional relationships with children, young people and adults STL18 H/601/4065 Develop professional relationships with children, young people and adults STL19 M/601/4070 Promote equality, diversity and inclusion in work with children and young people 3 2 15 Portfolio 3 2 10 Assessment Knowledge Module 3 2 10 Portfolio 3 2 10 Portfolio 3CYPW03 Y/601/1695 Understand how to safeguard the wellbeing of children and young people 3 3 25 Assessment Knowledge Module STL20 F/601/4073 Support learning activities 3 4 20 Portfolio STL6 A/601/3326 Schools as organisations 3 3 15 Assessment Knowledge Module STL15 A/601/4072 Support assessment for learning 3 4 20 Portfolio Version 2 BIIAB January 2018 5 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support CA138 A/601/1429 Engage in personal development in health, social care or children s and young people s settings 3CYPW01 L/601/1693 Understand child and young person development 3 3 10 Portfolio 3 4 30 Assessment Knowledge Module Optional Group B B1 Supporting Learning Unit no URN Unit Title Level Credit GLH Assessment method STL21 A/601/7716 Support numeracy development 3 3 18 Portfolio STL22 F/601/7720 Support delivery of the 14 19 curriculum STL23 J/601/7718 Support teaching and learning in a curriculum area STL24 L/601/7722 Provide literacy and numeracy support STL25 D/601/7711 Plan and deliver learning activities under the direction of a teacher 3 3 15 Portfolio 3 3 12 Portfolio 3 3 16 Portfolio 3 4 21 Portfolio STL26 M/601/7714 Support literacy development 3 3 18 Portfolio STL27 R/601/7723 Support gifted and talented learners CA302 T/600/9789 Support children s speech, language and communication 3 4 21 Portfolio 3 4 30 Portfolio B2 English as an Additional Language STL28 D/601/7725 Provide bilingual support for teaching and learning 3 6 32 Portfolio STL44 Y/601/7724 Support bilingual learners 3 4 23 Portfolio Version 2 BIIAB January 2018 6 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support B3 - Special Educational Needs STL29 H/601/7726 Support disabled children and young people and those with special educational needs STL30 K/601/8134 Support learners with communication and interaction needs STL31 M/601/8121 Support learners with cognition and learning needs STL32 M/601/8135 Support learners with sensory and/or physical needs STL33 Y/601/7707 Support children and young people with behaviour, emotional and social development needs CA95 F/601/8060 Support individuals to meet personal care needs B4 - Providing Pastoral Support 3CYPW17 D/600/9785 Support children and young people to achieve their education potential STL34 D/601/8325 Support children and young people during transitions in their lives 3CYPW45 F/502/5242 Support young people in relation to sexual health and risk of pregnancy 3CYPW18 M/600/9788 Support children and young people to make positive changes in their lives 3CYPW26 M/601/1329 Support young people to develop, implement and review a plan of action 3CYPW44 R/502/5231 Support young people who are socially excluded or excluded from school 3CYPW15 F/600/9780 Promote the well-being and resilience of children and young people 3CYPW28 L/601/1337 Develop interviewing skills for work with children and young people 3 5 24 Portfolio 3 4 21 Portfolio 3 4 21 Portfolio 3 4 21 Portfolio 3 4 25 Portfolio 2 2 16 Portfolio 3 4 30 Portfolio 3 4 18 Portfolio 3 2 10 Portfolio 3 4 27 Portfolio 3 3 25 Portfolio 3 2 10 Portfolio 3 4 30 Portfolio 3 3 21 Portfolio Version 2 BIIAB January 2018 7 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support 3CYPW33 M/601/1377 Improving the attendance of children and young people in statutory education 3 5 40 Portfolio 3CYPW34 T/601/1381 Facilitate the learning and development of children and young people through mentoring 3CYPW27 A/601/1334 Provide information and advice to children and young people B5 - Supporting the Wider Work of the School STL35 H/601/8357 Organise travel for children and young people STL36 H/601/8360 Supervise children and young people on journeys, visits and activities outside of the setting STL37 D/601/8342 Monitor and maintain curriculum resources 3 4 30 Portfolio 3 3 22 Portfolio 3 2 12 Portfolio 3 3 15 Portfolio 3 3 14 Portfolio STL13 Y/601/7416 Invigilate tests and examinations 3 3 19 Portfolio STL38 Y/601/8338 Maintain learner records 3 3 12 Portfolio STL39 A/601/9420 Assist in the administration of medication 2 4 25 Portfolio STL40 A/601/8333 Lead an extra-curricular activity 3 3 16 Portfolio STL41 A/602/1846 Work in partnership with parents to engage them with their children s learning and development in school 3 6 31 Portfolio Version 2 BIIAB January 2018 8 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support B6 - Working with Colleagues STL42 A/501/5163 Team Working 3 3 23 Portfolio STL43 R/601/8368 Work with other practitioners to support children and young people CFAQ82 Y/600/9669 Plan, allocate and monitor work of a team FS8 T/600/9601 Provide leadership and direction for own area of responsibility CFAQ79 M/600/9600 Set objectives and provide support for team members MS79 M/600/9676 Support learning and development within own area of responsibility 3 3 15 Portfolio 3 5 25 Portfolio 4 5 30 Portfolio 3 5 35 Portfolio 4 5 25 Portfolio Barred Units Source Unit FS8 Provide leadership and direction for own area of responsibility (T/600/9601) Target Units CFAQ79 Set objectives and provide support for team members (M/600/9600) Version 2 BIIAB January 2018 9 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support 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. 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: Advanced apprenticeship in Supporting Teaching and Learning in Schools BIIAB Level 4 NVQ Diploma in Management Career progression. Version 2 BIIAB January 2018 10 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support 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 11 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support 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 12 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support 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 13 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support 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 14 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support 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 15 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support 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 16 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support 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 17 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support 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 18 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support 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 19 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support 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 20 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support 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 21 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support 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 22 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support 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 23 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support 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 24 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support 17. BIIAB Level 3 Diploma in Specialist Support for Teaching and Learning in Schools sign-off sheet To achieve the Level 3 Diploma in Specialist Support learners must gain a total of 44 credits. This must consist of: Minimum total credit: 44 Mandatory group A minimum credit: 32 Optional unit groups B minimum credit: 12 A minimum of 40 credits must be achieved through the completion of units at Level 3 and above. GLH: 232 TQT: 440 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 25 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support Mandatory Group A Unit no URN Unit Title Learner Signature Date Assessor Signature STL17 A/601/4069 Promote children and young people s positive behaviour Date Internal Quality Assurer signature (if sampled) Date 3CYPW04 D/601/1696 Support children and young people's health and safety STL16 F/601/3327 Communication and professional relationships with children, young people and adults STL18 H/601/4065 Develop professional relationships with children, young people and adults STL19 M/601/4070 Promote equality, diversity and inclusion in work with children and young people 3CYPW03 Y/601/1695 Understand how to safeguard the wellbeing of children and young people STL20 F/601/4073 Support learning activities STL6 A/601/3326 Schools as organisations STL15 A/601/4072 Support assessment for learning CA138 A/601/1429 Engage in personal development in health, social care or children s and young people s settings 3CYPW01 L/601/1693 Understand child and young person development Version 2 BIIAB January 2018 www.biiab.org
BIIAB Level 3 Diploma in Specialist Support Optional Unit Group B Unit no URN Unit Title Learner Signature Date Assessor Signature STL21 A/601/7716 Support numeracy development Date Internal Quality Assurer signature (if sampled) Date STL22 F/601/7720 Support delivery of the 14 19 curriculum STL23 J/601/7718 Support teaching and learning in a curriculum area STL24 L/601/7722 Provide literacy and numeracy support STL25 D/601/7711 Plan and deliver learning activities under the direction of a teacher STL26 M/601/7714 Support literacy development STL27 R/601/7723 Support gifted and talented learners CA302 T/600/9789 Support children s speech, language and communication STL28 D/601/7725 Provide bilingual support for teaching and learning ST44 Y/601/7724 Support bilingual learners STL29 H/601/7726 Support disabled children and young people and those with special educational needs STL30 K/601/8134 Support learners with communication and interaction needs STL31 M/601/8121 Support learners with cognition and learning needs STL32 M/601/8135 Support learners with sensory and/or physical needs Version 2 BIIAB January 2018 www.biiab.org
STL33 Y/601/7707 Support children and young people with behaviour, emotional and social development needs CA95 F/601/8060 Support individuals to meet personal care needs 3CYPW17 D/600/9785 Support children and young people to achieve their education potential STL34 D/601/8325 Support children and young people during transitions in their lives 3CYPW45 F/502/5242 Support young people in relation to sexual health and risk of pregnancy 3CYPW18 M/600/9788 Support children and young people to make positive changes in their lives 3CYPW26 M/601/1329 Support young people to develop, implement and review a plan of action 3CYPW44 R/502/5231 Support young people who are socially excluded or excluded from school 3CYPW15 F/600/9780 Promote the well-being and resilience of children and young people 3CYPW28 L/601/1337 Develop interviewing skills for work with children and young people 3CYPW33 M/601/1377 Improving the attendance of children and young people in statutory education 3CYPW34 T/601/1381 Facilitate the learning and development of children and young people through mentoring 3CYPW27 A/601/1334 Provide information and advice to children and young people BIIAB Level 3 Diploma in Specialist Support Version 2 BIIAB January 2018 www.biiab.org
STL35 H/601/8357 Organise travel for children and young people STL36 H/601/8360 Supervise children and young people on journeys, visits and activities outside of the setting STL37 D/601/8342 Monitor and maintain curriculum resources STL13 Y/601/7416 Invigilate tests and examinations STL38 Y/601/8338 Maintain learner records STL39 A/601/9420 Assist in the administration of medication STL40 A/601/8333 Lead an extra-curricular activity STL41 A/602/1846 Work in partnership with parents to engage them with their children s learning and development in school STL42 A/501/5163 Team Working STL43 R/601/8368 Work with other practitioners to support children and young people CFAQ82 Y/600/9669 Plan, allocate and monitor work of a team FS8 T/600/9601 Provide leadership and direction for own area of responsibility CFAQ79 M/600/9600 Set objectives and provide support for team members MS79 M/600/9676 Support learning and development within own area of responsibility BIIAB Level 3 Diploma in Specialist Support Version 2 BIIAB January 2018 www.biiab.org
Unit Title BIIAB Reference Level 3 Credit Value 2 GLH 15 Unit Reference No. Learning Outcome - The learner will: 1 Understand how to plan and provide environments and services that support children and young people s health and safety 2 Be able to recognise and manage risks to health, safety and security in a work setting or off site visits 3 Understand how to support children and young people to assess and manage risk for themselves 4 Understand appropriate responses to accidents, incidents emergencies and illness in work settings and off site visits Support Children and Young People's Health and Safety 3CYPW04 D/601/1696 Assessment Criterion - The learner can: 1.1 Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services 1.2 Explain how health and safety is monitored and maintained and how people in the work setting are made aware of risks and hazards and encouraged to work safely 1.3 Identify sources of current guidance for planning healthy and safe environments and services 1.4 Explain how current health and safety legislation, policies and procedures are implemented in own work setting or service 2.1 Demonstrate how to identify potential hazards to the health, safety and security of children or young people, families and other visitors and colleagues 2.2 Demonstrate ability to deal with hazards in the work setting or in off site visits 2.3 Undertake a health and safety risk assessment in own work setting or service illustrating how its implementation will reduce risk 2.4 Explain how health and safety risk assessments are monitored and reviewed 3.1 Explain why it is important to take a balanced approach to risk management 3.2 Explain the dilemma between the rights and choices of children and young people and health and safety requirements 3.3 Give example from own practice of supporting children or young people to assess and manage risk 4.1 Explain the policies and procedures of the setting or service in response to accidents, incidents, emergencies and illness 4.2 Identify the correct procedures for recording and reporting accidents, incidents, injuries, signs of illness and other emergencies Version 1 BIIAB November 2015 Page 1 of 2
Assessment Requirements This unit should be assessed in line with the Skills for Care and Development QCF Assessment Principles. Assessment of Learning Outcome 2 must take place in a real work environment. Simulation is not permitted. Additional information Assessment Criterion 1.1 Assessment Criterion 2.1 Assessment Criterion 3.1 Learning Outcome 4 Factors e.g.: the individual needs, age and abilities of the children and young people specific risks to individuals such as pregnancy, sensory impairments the needs of carers where relevant the function and purpose of environments and services offered the duty of care desired outcomes for the children and young people lines of responsibility and accountability Potential hazards e.g.: physical security fire food safety personal safety Balanced approach to risk management: taking into account child or young person s age, needs and abilities avoiding excessive risk-taking not being excessively risk averse recognising the importance of risk and challenge to a child or young person s development Accidents, incidents, emergencies and illness e.g.: accidents involving children, young people or adults incidents all types emergencies such as fire, missing children or young people, evacuation recognising signs of illness such as fever, rashes or unconsciousness and taking appropriate action Version 1 BIIAB November 2015 Page 2 of 2
Unit Title BIIAB Reference Level 3 Credit Value 2 GLH 10 Unit Reference No. Communication and professional relationships with children, young people and adults STL16 F/601/3327 Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Understand the principles of developing positive relationships with children, young people and adults 2 Understand how to communicate with children, young people and adults 3 Understand legislation, policies and procedures for confidentiality and sharing information, including data protection 1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults 1.2 Explain the principles of relationship building with children, young people and adults 1.3 Explain how different social, professional and cultural contexts may affect relationships and the way people communicate 2.1 Explain the skills needed to communicate with children and young people 2.2 Explain how to adapt communication with children and young people for: a the age of the child or young person b the context of the communication c communication differences 2.3 Explain the main differences between communicating with adults and communicating with children and young people 2.4 Explain how to adapt communication to meet different communication needs of adults 2.5 Explain how to manage disagreements with children, young people and adults 3.1 Summarise the main points of legislation and procedures covering confidentiality, data protection and the disclosure of information 3.2 Explain the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this 3.3 Justify the kinds of situation when confidentiality protocols must be breached Version 1 BIIAB March 2016 Page 1 of 1
Unit Title BIIAB Reference Level 3 Credit Value 3 GLH 25 Unit Reference No. Learning Outcome - The learner will: 1 Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people 2 Understand the importance of working in partnership with other organisations to safeguard children and young people 3 Understand the importance of ensuring children and young people s safety and protection in the work setting Understand How to Safeguard the Wellbeing of Children and Young People 3CYPW03 Y/601/1695 Assessment Criterion - The learner can: 1.1 Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people 1.2 Explain child protection within the wider concept of safeguarding children and young people 1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people 1.4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice 1.5 Explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing 2.1 Explain the importance of safeguarding children and young people 2.2 Explain the importance of a child or young person centred approach 2.3 Explain what is meant by partnership working in the context of safeguarding 2.4 Describe the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed 3.1 Explain why it is important to ensure children and young people are protected from harm within the work setting 3.2 Explain policies and procedures that are in place to protect children and young people and adults who work with them 3.3 Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistle blowers and those whose practice or behaviour is being questioned are protected 3.4 Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits Version 1 BIIAB November 2015 Page 1 of 4
Unit Title BIIAB Reference Level 3 Credit Value 3 GLH 25 Unit Reference No. Understand How to Safeguard the Wellbeing of Children and Young People 3CYPW03 Y/601/1695 Learning Outcome - The learner will: Assessment Criterion - The learner can: 4 Understand how to respond to evidence or concerns that a child or young person has been abused or harmed 5 Understand how to respond to evidence or concerns that a child or young person has been bullied 6 Understand how to work with children and young people to support their safety and wellbeing 7 Understand the importance of e- safety for children and young people 4.1 Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding 4.2 Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting 4.3 Explain the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged 5.1 Explain different types of bullying and the potential effects on children and young people 5.2 Outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place 5.3 Explain how to support a child or young person and/or their family when bullying is suspected or alleged 6.1 Explain how to support children and young people s selfconfidence and self-esteem 6.2 Analyse the importance of supporting resilience in children and young people 6.3 Explain why it is important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety 6.4 Explain ways of empowering children and young people to make positive and informed choices that support their wellbeing and safety 7.1 Explain the risks and possible consequences for children and young people of being online and of using a mobile phone 7.2 Describe ways of reducing risk to children and young people from: social networking internet use buying online using a mobile phone Version 1 BIIAB November 2015 Page 2 of 4
Assessment Requirements and Evidence Requirements This unit should be assessed in line with the Skills for Care and Development QCF Assessment Principles. Additional information Assessment Criterion 1.3 Assessment Criterion 2.4 Assessment Criteria 4.2, 5.2 Day to day work e.g.: childcare practice child protection risk assessment ensuring the voice of the child or young person is heard (e.g. providing advocacy services) supporting children and young people and others who may be expressing concerns Different organisations e.g.: social services NSPCC health visiting GP probation police school psychology service Policies and procedures for safe working e.g.: working in an open and transparent way listening to children and young people duty of care whistle blowing power and positions of trust propriety and behaviour physical contact intimate personal care off site visits photography and video sharing concerns and recording/ reporting incidents Version 1 BIIAB November 2015 Page 3 of 4
Additional information Assessment Criteria 5.1, 5.2, 5.3 Bullying e.g.: physical (pushing, kicking, hitting, pinching and other forms of violence or threats) verbal (name-calling, insults, sarcasm, spreading rumours, persistent teasing) emotional (excluding, tormenting, ridicule, humiliation) cyber-bullying (the use of Information and Communications Technology, particularly mobile phones and the internet, deliberately to upset someone else) specific types of bullying which can relate to all the above such as homophobic or gender based, racist, relating to special educational needs and disabilities Version 1 BIIAB November 2015 Page 4 of 4
Unit Title BIIAB Reference Level 3 Credit Value 3 Schools as organisations STL6 GLH 15 Unit Reference No. A/601/3326 Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Know the structure of education from early years to postcompulsory education 2 Understand how schools are organised in terms of roles and responsibilities 3 Understand school ethos, mission, aims and values 4 Know about the legislation affecting schools 5 Understand the purpose of school policies and procedures 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 2.1 Explain the strategic purpose of: a school governors b senior management team c other statutory roles eg. SENCO d teachers e support staff roles 2.2 Explain the roles of external professionals who may work with a school eg. educational psychologist 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 4.1 Summarise the laws and codes of practice affecting work in schools 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 5.1 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 Version 1 BIIAB March 2016 Page 1 of 2