TQUK Supporting Teaching & Learning in Schools Level 3 Award

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TQUK Supporting Teaching & Learning in Schools Level 3 Award

UK Open College
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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 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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