TQUK Supporting Teaching & Learning in Schools Level 3 Award
Description
Unit 1: Understand the principles of developing positive relationships with children, young people and adults
Unit 1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults
Unit 1.2 Explain the principles of relationship building with children, young people and adults
Unit 1.3 Explain how different social, professional and cultural contexts may affect relationships and the way people communicate.
Unit 2: Understand how to communicate with children, young people and adults.
Unit 2.1 Explain the skills needed to communicate with children and young people
Unit 2.2 Explain how to adapt communication with children and young peo…
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Unit 1: Understand the principles of developing positive
relationships with children, young people and adults
Unit 1.1 Explain why effective communication is important in
developing positive relationships with children, young people and
adults
Unit 1.2 Explain the principles of relationship building with
children, young people and adults
Unit 1.3 Explain how different social, professional and
cultural contexts may affect relationships and the way people
communicate.
Unit 2: Understand how to communicate with children, young
people and adults.
Unit 2.1 Explain the skills needed to communicate with
children and young people
Unit 2.2 Explain how to adapt communication with
children and young people for: the age of the child or young
person, the context of the communication, communication
differences
Unit 2.3 Explain the main differences between communicating
with adults and communicating with children and young people
Unit 2.4 Explain how to adapt communication to meet different
communication needs of adults
Unit 2.5 Explain how to manage disagreements with
children, young people and adults.
Unit 3: Understand legislation, policies and procedures for
confidentiality and sharing information, including data
protection
Unit 3.1 Summarise the main points of legislation and
procedures covering confidentiality, data protection and
the disclosure of information.
Unit 3.2 Explain the importance of reassuring children, young
people and adults of the confidentiality of shared information
and the limits of this.
Unit 3.3 Justify the kinds of situation when confidentiality
protocols must be breached
Schools as organisations
Unit 1: Know the structure of education from early
years to post-compulsory education
Unit 1.1 Summarise entitlement and provision for early
years education
Unit 1.2 Explain the characteristics of the different types of
schools in relation to educational stage(s) and
school governance.
Unit 1.3 Explain the post-16 options for young people and
adults
Unit 2: Understand how schools are organised in terms of
roles and responsibilities
Unit 2.1 Explain the strategic purpose of school governors,
senior management team, other statutory roles e.g SENCO, teachers
& support staff roles
Unit 2.2 Explain the roles of external professionals who may
work with a school e.g. educational psychologist
Unit 3: Understand school ethos, mission, aims and
values
Unit 3.1 Explain how the ethos, mission, aims and values of
a school may be reflected in working practices
Unit 3.2 Evaluate methods of communicating a school’s ethos,
mission, aims and values.
Unit 4: Know about the legislation affecting
schools.
Unit 4.1 Summarise the laws and codes of practice affecting
work in schools.
Unit 4.2 Explain how legislation affects how schools work.
Unit 4.3 Explain the roles of regulatory bodies relevant to
the education sector which exist to monitor and enforce
the
legislative framework, including: general bodies such as the health
and safety executive, school specific regulatory bodies.
Unit 5: Understand the purpose of school policies and
procedures.
Unit 5.1 Explain why schools have policies and procedures.
Unit 5.2 Summarise the policies and procedures schools may
have relating to:staff, pupil welfare, teaching & learning,
equality, diversion & inclusion, parental engaement.
Unit 5.3 Evaluate how school policies and procedures may
be developed and communicated
Unit 6: Understand the wider context in which
schools operate.
Unit 6.1 Summarise the roles and responsibilities of national
and local government for education policy and practice.
Unit 6.2 Explain the role of schools in national policies
relating to children, young people and families.
Unit 6.3 Explain the roles of other organisations working
with
children and young people and how these may impact on the work of
schools.
Understand child & young person development
Unit 1: Understand the expected pattern of development for children and young people from birth - 19 years.
Unit 1.1 Explain the sequence and rate of each aspect of
development from birth – 19 years
Unit 1.2 Explain the difference between sequence of
development and rate of development and why the difference is
important.
Unit 2: Understand the factors that influence children
and young people’s development and how these affect
practice
Unit 2.1 Explain how children and young people’s development
is influenced by a range of personal factors.
Unit 2.2 Explain how children and young people’s development
is influenced by a range of external factors.
Unit 2.3 Explain how theories of development and frameworks to
support development influence current practice
Unit 3: Understand how to monitor children and young
people’s development and interventions that should take place if
this is not following the expected pattern
Unit 3.1 Explain how to monitor children and young
people’s development using different methods.
Unit 3.2 Explain the reasons why children and young
people’s development may not follow the expected pattern.
Unit 3.3 Explain how disability may affect development.
Unit 3.4 Explain how different types of interventions can
promote positive outcomes for children and young people
where
development is not following the expected pattern.
Unit 4: Understand the importance of early
intervention to support the speech, language and communication
needs of children and young people
Unit 4.1 Analyse the importance of early identification of
speech, language and communication delays and disorders and
the potential risks of late recognition.
Unit 4.2 Explain how multi-agency teams work together to
support speech, language and communication.
Unit 4.3 Explain how play and activities are used to
support the development of speech, language and
communication.
Unit 5: Understand the potential effects of
transitions on children and young people’s development
Unit 5.1 Explain how different types of transitions can
affect children and young people’s development.
Unit 5.2 Evaluate the effect on children and young people of
having positive relationships during periods of transition.
Understand how to safeguard the well-being of children and young people
Unit 1: Understand the main legislation,
guidelines, policies and procedures for safeguarding children and
young people.
Unit 1.1 Outline current legislation, guidelines, policies and
procedures within own UK Home Nation affecting the
safeguarding of children and young people.
Unit 1.2 Explain child protection within the wider concept
of safeguarding children and young people
Unit 1.3 Analyse how national and local guidelines, policies
and procedures for safeguarding affect day to day work with
children and young people
Unit 1.4 Explain when and why inquiries and serious
case reviews are required and how the sharing of the
findings informs practice.
Unit 1.5 Explain how the processes used by own work setting
or service comply with legislation that covers
data protection, information handling and sharing.
Unit 2: Understand the importance of working in
partnership with other organisations to safeguard children and
young people.
Unit 2.1 Explain the importance of safeguarding children
and young people.
Unit 2.1 Explain the importance of a child or young
person-centred approach.
Unit 2.3 Explain what is meant by partnership working in
the context of safeguarding.
Unit 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.
Unit 3: Understand the importance of ensuring children
and young people’s safety and protection in the work
setting.
Unit 3.1 Explain why it is important to ensure children and
young people are protected from harm within the work
setting.
Unit 3.2 Explain policies and procedures that are in place to
protect children and young people and adults who work with
them
Unit 3.3 Evaluate ways in which concerns about poor
practice can be reported whilst ensuring that
whistleblowers and those whose practice or behaviour is being
questioned are protected.
Unit 3.4 Explain how practitioners can take steps to protect
themselves within their everyday practice in the work setting
and on off site visits.
Unit 4: Understand how to respond to evidence or
concerns that a child or young person has been abused
or harmed.
Unit 4.1 Describe the possible signs, symptoms, indicators
and behaviours that may cause concern in the context
of
safeguarding.
Unit 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.
Unit 4.3 Explain the rights that children, young people and
their carers have in situations where harm or abuse is suspected or
alleged.
Unit 5: Understand how to respond to evidence or
concerns that a child or young person has been
bullied.
Unit 5.1 Explain different types of bullying and the
potential effects on children and young people.
Unit 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
Unit 5.3 Explain how to support a child or young person and/or
their family when bullying is suspected or alleged.
Unit 6: Understand how to work with children and young
people to support their safety and wellbeing.
Unit 6.1 Explain how to support children and young
people’s self-confidence and self-esteem
Unit 6.2 Analyse the importance of supporting resilience
in children and young people.
Unit 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.
Unit 6.4 Explain ways of empowering children and young people
to make positive and informed choices that support their well-being
and safety
Unit 7: Understand the importance of e-safety for
children and young people.
Unit 7.1 Explain the risks and possible consequences for
children and young people of being online and of using a mobile
phone
Unit 7.2 Describe ways of reducing risk to children and young
people from: Social networking, internet use, buying online, using
a mobile phone.
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