Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 Level 3 Award/Certificate/Diploma

Level 3 Award in Supporting Teaching and Learning in Schools Level 3 Certificate in Supporting Teaching and Learning Level 3 Certificate in Cover Supervision Level 3 Diploma in Specialist Support for Teaching and Learning Mandatory / Optional Unit Booklet Ofqual Accreditation Start Date: Ofqual Accreditation End Date: Ofqual Certification End Date: 31/07/2010 31/07/2014 31/07/2016 O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 1 of 137 Version 2- 28th Feb 2011

Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 ASCENTIS’ MISSION STATEMENT ‘Building Partnerships to Advance and Accredit Lifelong Learning for All. ’ About Ascentis Ascentis was originally established in 1975 as OCNW a co-operative scheme between Universities and Colleges of Further Education. OCNW was the first „Open College? n the UK and served the needs of its members for over 34 years. Throughout this period, OCNW grew yet maintained its independence in order that it could continue to respond to the requirements of its customers and provide a consistently high standard of service to all centres across the country and in recent years to its increasing cohorts of overseas learners. In 2009 OCNW became Ascentis – a company limited by guarantee and a registered educational charity Ascentis is distinctive in that it is both: ? a National Awarding Body approved by the Qualifications and Curriculum Authority (QCA) and ? an Access Validating Agency for „Access to H.

E Programmes? licensed by the Quality Assurance Agency for Higher Education Ascentis is therefore able to offer a comprehensive ladder of opportunities to centres and their students, including Skills for Life, Foundation Learning or Vocational programmes and progressing to QAA-recognised Access to H. E qualifications. The flexible and adult-friendly ethos of Ascentis has resulted in centres throughout the UK choosing to run its qualifications. Ascentis Contact Details Ascentis Office 4, Lancaster Business Park Mannin Way, Caton Road Lancaster LA1 3SW Tel: 01524 845046 www. ascentis. co. uk Company limited by guarantee.

Registered in England and Wales No. 6799564. Registered Charity No. 1129180. O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 2 of 137 Version 2- 28th Feb 2011 Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1

Table of Contents PAGE L3 AWARD IN SUPPORTING TEACHING AND LEARNING IN SCHOOLS MANDATORY UNITS ____________________________________________________________ _______________ Communication and professional relationships with children, young people and adults _________________________ 8 Communication and professional relationships with children, young people and adults indicative content ___________ 9 Schools as organisations ____________________________________________________________ ____________ 10 Schools as organisations indicative content ___________________________________________________________ 11 Understand child and young person development ______________________________________________________ 13 Understand child and young person development indicative content ________________________________________ 14 Understand how to safeguard the well being of children and young people ___________________________________ 16 Understand how to safeguard the well being of children and young people indicative content _____________________ 18 L3 CERTIFICATE IN SUPPORTING TEACHING AND LEARNING MANDATORY UNITS ____________________________________________________________ ________________ Communication and professional relationships with children, young people and adults _________________________ 8 Communication and professional relationships with children, young people and adults indicative content ___________ 9 Schools as organisations ____________________________________________________________ ____________ 10 Schools as organisations indicative content ___________________________________________________________ 11 Understand child and young person development ______________________________________________________ 13 Understand child and young person development indicative content ________________________________________ 14 Understand how to safeguard the well being of children and young people ___________________________________ 16 Understand how to safeguard the well being of children and young people indicative content _____________________ 18 Support learning activities ____________________________________________________________ ____________ 19 Support learning activities indicative content_____________________________________________________ ______ 21 Promote children and young people? s positive behaviour _________________________________________________ 22 Promote children and young people? positive behaviour indicative content ___________________________________ 24 Develop professional relationships with children, young people and adults ___________________________________ 25 Develop professional relationships with children, young people and adults indicative content _____________________ 27 Promote equality, diversity and inclusion in work with children and young people ______________________________ 28 Promote equality, diversity and inclusion in work with children and young people indicative content ________________ 29 Support assessment for learning ____________________________________________________________ _______ 30 Support assessment for learning indicative content _____________________________________________________ 32 Engage in personal development for health, social care or children? s and young people? settings ________________ 33 Engage in personal development for health, social care or children? s and young people? s settings Indicative content ____________________________________________________________ ___________________ 34 Support children and young people? s health and safety __________________________________________________ 35 Support children and young people? s health and safety indicative content ____________________________________ 36 O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 3 of 137 Version 2- 28th Feb 2011

Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 L3 CERTIFICATE IN COVER SUPERVISION MANDATORY UNITS ____________________________________________________________ ________________ Communications and professional relationships with children, young people and adults _________________________ 8 Communications and professional relationships with children, young people and adults indicative content ___________ 9 Schools as organisations ____________________________________________________________ ____________ 10 Schools as organisations indicative content ___________________________________________________________ 11 Understand child and young person development ______________________________________________________ 13 Understand child and young person development indicative content ________________________________________ 14 Understand how to safeguard the well being of children and young people ___________________________________ 16 Understand how to safeguard the well being of children and young people indicative content ____________________ 18 Promote children? s and young people? s positive behaviour _______________________________________________ 21 Promote children? s and young people? positive behaviour indicative content _________________________________ 22 Develop professional relationships with children, young people and adults ___________________________________ 25 Develop professional relationships with children, young people and adults indicative content ____________________ 27 Promote equality, diversity and inclusion in work with children and young people ______________________________ 28 Promote equality, diversity and inclusion in work with children and young people indicative content _______________ 29 Supervise whole class learning activities ____________________________________________________________ _ 37 Supervise whole class learning activities indicative content _______________________________________________ 39 Engage in personal development for health, social care or children? s and young people? s settings ________________ 40 Engage in personal development for health, social care or children? s and young people? settings indicative content ____________________________________________________________ ___________________ 41 Support children and young people? s health and safety __________________________________________________ 35 Support children and young people? s health and safety indicative content ___________________________________ 36 Team working ____________________________________________________________ ______________________ 42 O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 4 of 137 Version 2- 28th Feb 2011

Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 L2 DIPLOMA IN SPECIALIST SUPPORT FOR TEACHING AND LEARNING IN SCHOOLS MANDATORY UNITS ____________________________________________________________ ________________ Communication and professional relationships with children, young people and adults _________________________ 8 Communication and professional relationships with children, young people and adults indicative content ____________ 9 Schools as organisations ____________________________________________________________ _____________ 10 Schools as organisations indicative content ___________________________________________________________ 11 Understand child and young person development _____________________________________________________ 13 Understand child and young person development indicative content ________________________________________ 14 Understand how to safeguard the well being of children and young people ___________________________________ 16 Understand how to safeguard the well being of children and young people indicative content _____________________ 18 Support learning activities ____________________________________________________________ ____________ 19 Support learning activities indicative content_____________________________________________________ ______ 21 Promote children and young people? s positive behaviour _________________________________________________ 22 Promote children and young people? positive behaviour indicative content ___________________________________ 24 Develop professional relationships with children, young people and adults ___________________________________ 25 Develop professional relationships with children, young people and adults indicative content _____________________ 27 Promote equality, diversity and inclusion in work with children and young people ______________________________ 28 Promote equality, diversity and inclusion in work with children and young people indicative content ________________ 29 Support assessment for learning ____________________________________________________________ _______ 30 Support assessment for learning indicative content _____________________________________________________ 32 Engage in personal development for health, social care or children? s and young people? s settings ________________ 33 Engage in personal development for health, social care or children? s and young people? s settings indicative content ____________________________________________________________ ___________________ 34 Support children and young people? s health and safety __________________________________________________ 35 Support children and young people? health and safety indicative content ____________________________________ 36 OPTIONAL UNITS GROUP A: Supporting Learning __________________________________________________ Plan and deliver learning activities under the direction of a teacher _________________________________________ 43 Plan and deliver learning activities under the direction of a teacher indicative content ___________________________ 44 Support literacy development ____________________________________________________________ __________ 45 Support literacy development indicative content _______________________________________________________ 46 Support numeracy development ____________________________________________________________ _______ 47 Support numeracy development indicative content ______________________________________________________ 48 Support teaching and learning in a curriculum area _____________________________________________________ 49 Support teaching and learning in a curriculum area indicative content ______________________________________ 50 Support the delivery of the 14-19 curriculum __________________________________________________________ 51 Support the delivery of the 14-19 curriculum indicative content ____________________________________________ 52 Support children? s speech, language and communication ________________________________________________ 53 Support children? s speech, language and communication indicative content __________________________________ 55 O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 5 of 137 Version 2- 28th Feb 2011

Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 OPTIONAL UNITS GROUP B: Meeting Additional Support Needs _______________________________________ Provide literacy and numeracy support ____________________________________________________________ __ 56 Provide literacy and numeracy support indicative content_________________________________________________ 57 Support gifted and talented learners ____________________________________________________________ _____ 58 Support gifted and talented learners indicative content ___________________________________________________ 59 Support bilingual learners ____________________________________________________________ ____________ 60 Support bilingual learners indicative content ___________________________________________________________ 61 Provide bilingual support for teaching and learning _____________________________________________________ 62 Provide bilingual support for teaching and learning indicative content _______________________________________ 64 Support disabled children and young people and those with special education needs __________________________ 66 Support disabled children and young people and those with special education needs indicative content ____________ 68 Support children and young people with behaviour, emotional and social development needs ____________________ 69 Support children and young people with behaviour, emotional and social development needs indicative content ______ 71 Support learners with cognition and learning needs _____________________________________________________ 72 Support learners with cognition and learning needs indicative content _______________________________________ 73 Support learners with communication and interaction needs ______________________________________________ 74 Support learners with communication and interaction needs indicative content ________________________________ 75 Support learners with sensory and/or physical needs ___________________________________________________ 76 Support learners with sensory and/or physical needs indicative content _____________________________________ 78 Assist in the administration of medication ____________________________________________________________ 9 Assist in the administration of medication indicative content _______________________________________________ 81 Support individuals to meet personal care needs _______________________________________________________ 82 Support individuals to meet personal care needs indicative content _________________________________________ 84 OPTIONAL UNITS GROUP C: Providing Pastoral Support _____________________________________________ Support children and young people during transitions in their lives _________________________________________ 85 Support children and young people during transitions in their lives indicative content ___________________________ 87 Develop interviewing skills for work with children and young people ________________________________________ 88 Develop interviewing skills for work with children and young people indicative content __________________________ 89 Facilitate the learning and development of children and young people through mentoring _______________________ 90 Facilitate the learning and development of children and young people through mentoring indicative content _________ 91 Improving the attendance of children and young people in statutory education ________________________________ 92 Improving the attendance of children and young people in statutory education indicative content __________________ 93 Promote the well being and resilience of children and young people ________________________________________ 94 Promote the well being and resilience of children and young people indicative content __________________________ 95 Provide information and advice to young people _______________________________________________________ 96 Provide information and advice to young people indicative content _________________________________________ 97 Support children and young people to achieve their education potential _____________________________________ 98 Support children and young people to achieve their education potential indicative content 99 Support children and young people to make positive changes in their lives __________________________________ 100 Support children and young people to make positive changes in their lives indicative content ____________________ 101 Support children and young people in relation to sexual health and risk of pregnancy __________________________ 102 Support children and young people in relation to sexual health and risk of pregnancy indicative content ____________ 103 Support young people to develop, implement and review a plan of action ____________________________________ 104 Support young people to develop, implement and review a plan of action indicative content ______________________ 105 Support young people who are socially excluded or excluded from school ___________________________________ 106 Support young people who are socially excluded or excluded from school indicative content _____________________ 107 O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 6 of 137 Version 2- 28th Feb 2011 Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1

OPTIONAL UNITS GROUP D: Supporting the Wider Work of the School _________________________________ Invigilate tests and examinations ____________________________________________________________ _______ 108 Invigilate tests and examinations indicative content _____________________________________________________ 110 Lead an extra-curricular activity ____________________________________________________________ ________ 111 Lead an extra-curricular activity indicative content ______________________________________________________ 113 Maintain learner records ____________________________________________________________ ______________ 114 Maintain learner records indicative content ____________________________________________________________ 15 Monitor and maintain curriculum resources ___________________________________________________________ 117 Monitor and maintain curriculum resources indicative content _____________________________________________ 119 Organise travel for children and young people _________________________________________________________ 120 Organise travel for children and young people indicative content ___________________________________________ 121 Supervise children and young people on journeys, visits and activities outside of the setting _____________________ 122 Supervise children and young people on journeys, visits and activities outside of the setting indicative content _______ 124 Work with parents to engage them in their child? early learning ___________________________________________ 126 Work with parents to engage them in their child? s early learning indicative content _____________________________ 128 OPTIONAL UNITS GROUP E: Working with Colleagues _______________________________________________ Team working ____________________________________________________________ _______________________ Work with other practitioners to support children and young people __________________________________________ Work with other practitioners to support children and young people indicative content ___________________________ Plan, allocate and monitor work of a team ____________________________________________________________ Provide leadership and direction for own area of responsibility _____________________________________________ Set objectives and provide support for team members ___________________________________________________ Set objectives and provide support for team members indicative content ______________________________________ Support learning and development within own area of responsibility _________________________________________ 42 130 132 133 134 135 136 137 O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 7 of 137 Version 2- 28th Feb 2011

Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 UNIT SPECIFICATIONS TDA 3. 1 Communication and professional relationships with children, young people and adults Credit Value of Unit: 2 GLH of Unit: 10 Level of Unit: 3 Learning Outcomes The learner will be able to 1 Understand the principles of developing positive relationships with children, young people and adults Assessment Criteria The learner can 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. 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: ? The age of the child or young person ? The context of the communication ? 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. 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 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 O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 8 of 137 Version 2- 28th Feb 2011

Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 Indicative Content Communication Differences: Between individuals which may create barriers to effective communication between them e. g. : ? ? ? ? ? ? ? Language Sensory impairment Speech Language or communication impairment Cognitive abilities Emotional state Cultural differences Legislation and Procedures Covering Confidentiality, Data Protection and the Disclosure of Information e. g. : ? Data Protection Act ? Human Rights Act O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. oc ools Qualifications specification. doc Page 9 of 137 Version 2- 28th Feb 2011 Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 UNIT SPECIFICATIONS Level of Unit: 3 TDA 3. 2 Schools as organisations GLH of Unit: 15 Credit Value of Unit: 3 Learning Outcomes The learner will be able to 1 Know the structure of education from early years to post-compulsory education

Assessment Criteria The learner can 1. 1 Summarise entitlement and provision for early years education 1. 2 Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance 1. 3 Explain the post 16 options for young people and adults 2. 1 Explain the strategic purpose of: ? School governors ? Senior management team ? Other statutory roles e. g. Senco ? Teachers ? Support staff roles 2. 2 Explain the roles of external professionals who may work with a school e. g. educational psychologist 3. 1 Explain how the ethos, mission, aims and values of a school may be reflected in working practices 3. 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: ? General bodies such as the Health and Safety Executive ? 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: ? Staff ? Pupil welfare ? Teaching and learning ? Equality, diversity and inclusion ? Parental engagement 5. Evaluate how school policies and procedures may be developed and communicated 6. 1 Summarise the roles and responsibilities of national and local government for education policy and practice 6. 2 Explain the role of schools in national policies relating to children, young people and families 6. 3 Explain the roles of other organisations working with children and young people and how these may impact on the work of schools 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 6 Understand the wider context in which schools operate

O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 10 of 137 Version 2- 28th Feb 2011 Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 Indicative Content Entitlement: The right to access to a quality education and respect within the learning environment. Education. Types of Schools: ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

State schools Independent schools Private Public, Specialist schools Home schools Selective schools/grammar Prep Schools Community schools Foundation and trust schools Voluntary-aided schools Voluntary- controlled schools Academies City Technology Colleges, Faith schools Characteristics: ? ? ? ? ? ? ? ? Primary Secondary th Tertiary education/FE colleges (14-19) and 6 Form Colleges Private training providers for 14-19 School size Pupil ages Ideologies Funding Strategic Purpose: Understand how roles within a school are linked and the purpose of each e. g. : ? ? To lead To support To monitor ? Ethos, Mission, Aims, Values: Ethos: ? Character and spirit revealed through the attitudes expected of staff / pupils, ? How pupils and staff relate to each other and the community.

Mission: A statement of how the school intends to create its ethos. O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 11 of 137 Version 2- 28th Feb 2011 Indicative Content Laws and Codes of Practice: e. g. : Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1

The Data Protection Act (1998); The Human Rights Act (1998);The UN Convention on Rights of the Child (1989); Freedom of Information Act (2000); The Education Act (2002); Every child Matters (2003);The Children Act (2004); Policies and Procedures: Are required to support staff in the management of the school and to protect both staff and pupils from situations which could be dangerous, threatening or abusive e. g. Promote equality, assure confidentiality, and check health and safety. National Government: Funding, setting legislation, taking lead on values through policy and planning etc. Local Government: Promoting well being local area, ensuring access to provision for all, monitoring and supporting schools, including schools in local development plans etc. O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 12 of 137 Version 2- 28th Feb 2011

Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 UNIT SPECIFICATIONS Level of Unit: 3 CYP Core 3. 1 Understand child and young person development Credit Value of Unit: 4 GLH of Unit: 30 Learning Outcomes The learner will be able to 1 Understand the expected pattern of development for children and young people from birth- 19 yrs Assessment Criteria The learner can 1. 1 1. 2 2. 1 2. 2 2. 3 Explain the sequence and rate of each aspect of development from birth – 19 years Explain the difference between sequence of development and rate of development and why the difference is important Explain how children and young people? development is influenced by a range of personal factors Explain how children and young people? s development is influenced by a range of external factors Explain how theories of development and frameworks to support development influence current practice Explain how to monitor children and young people? s development using different methods Explain the reasons why children and young people? s development may not follow the expected pattern. Explain how disability may affect development Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern.

Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition Explain how multi agency teams work together to support speech, language and communication Explain how play and activities are used to support the development of speech, language and communication Explain how different types of transitions can affect children and young people? s development Evaluate the effect on children and young people of having positive relationships during periods of transition 2 Understand the factors that influence children and young people? s development and how these affect practice 3

Understand how to monitor children 3. 1 and young people? s development and interventions that should take place if 3. 2 this is not following the expected pattern. 3. 3 3. 4 4 Understand the importance of early intervention to support the speech, language and communication needs of children and young people 4. 1 4. 2 4. 3 5 Understand the potential effects of transitions on children and young people? s development 5. 1 5. 2 O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 13 of 137 Version 2- 28th Feb 2011

Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 Indicative Content Developmental Aspects Including: ? Physical ? Communication ? Intellectual / cognitive ? Social, emotional and behavioural Moral Personal Factors Including: ? Health status ? Disability ? Sensory impairment ? Learning difficulties External Factors Including: ? Poverty and deprivation ? Family environment and background ?

Personal choices ? Looked after/ care status ? Education Theories of Development Including: ? Cognitive (e. g. Piaget) ? Psychoanalytic (e. g. Freud) ? Humanist (e. g. Maslow) ? Social Learning (e. g. Bandura) ? Operant conditioning (e. g. Skinner) ? Behaviourist (e. g. Watson) Frameworks to Support Development Including: ? Social pedagogy Methods of Assessing Development Needs e. g. : ? Assessment Framework/s ? Observation ? Standard measurements ? Information from carers and colleagues Reasons Why Development is not Following Expected Pattern e. g. : ? Disability ? Emotional ? Physical ? Environmental ? Cultural ? Social ? Learning needs ? Communication

O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 14 of 137 Version 2- 28th Feb 2011 Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 Indicative Content Different Types of Interventions e. g. : ? Social worker ? Speech and language therapist ? Psychologist ? Psychiatrist ?

Youth justice ? Physiotherapist ? Nurse specialist ? Additional learning support ? Assistive technology ? Health visitor Models of and Attitudes to Disability e. g. ? Social model ? Medical model ? Cultural differences ? Stereotyping ? Low expectations ? Benefits of positive attitudes to disability Types of Transitions Including: ? Emotional, affected by personal experience e. g. Bereavement, entering/ leaving care ? Physical e. g. Moving to a new educational establishment, a new home/locality, from one activity to another ? Physiological e. g. Puberty, long term medical conditions Intellectual e. g. Moving from preschool to primary to post primary

O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 15 of 137 Version 2- 28th Feb 2011 Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 UNIT SPECIFICATIONS Level of Unit: 3 CYP Core 3. 3 Understand how to safeguard the wellbeing of children and young people Credit Value of Unit: 3 GLH of Unit: 25 Learning Outcomes The learner will be able to Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people Assessment Criteria 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 Explain child protection within the wider concept of safeguarding children and young people Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice.

Explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing Explain the importance of safeguarding children and young people Explain the importance of a child or young person centred approach Explain what is meant by partnership working in the context of safeguarding Describe the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed Explain why it is important to ensure children and young people are protected from harm within the work setting Explain policies and procedures that are in place to protect children and young people and adults who work with them 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 Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits 1. 2 1. 3 1. 4 1. 5 2 Understand the importance of working in partnership with other organisations to safeguard children and young people 2. 1 2. 2 2. 3 2. 4 3 Understand the importance of 3. 1 ensuring children and young people? s safety and protection in the work 3. 2 setting 3. 3 3. 4 O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 16 of 137 Version 2- 28th Feb 2011

Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 Learning Outcomes The learner will be able to 4 Understand how to respond to evidence or concerns that a child or young person has been abused or harmed Assessment Criteria The learner can 4. 1 Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding 4. Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting Explain the rights that children, young people and their careers have in situations where harm or abuse is suspected or alleged Explain different types of bullying and the potential effects on children and young people. 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 Explain how to support a child or young person and/or their family when bullying is suspected or alleged Explain how to support children and young people? selfconfidence and self-esteem Analyse the importance of supporting resilience in children and young people 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 Explain ways of empowering children and young people to make positive and informed choices that support their well being and safety Explain the risks and possible consequences for children and young people of being online and of using a mobile phone Describe ways of reducing risk to children and young people from: ? Social networking ? Internet use ? Buying online ? Using a mobile phone 4. 3 5 Understand how to respond to evidence or concerns that a child or young person has been bullied 5. 1 5. 2 5. 3 6 Understand how to work with children 6. 1 and young people to support their safety and well being 6. 2 6. 3 6. 4 7 Understand the importance of esafety for children and young people 7. 1 7. 2

O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 17 of 137 Version 2- 28th Feb 2011 Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 Indicative Content 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 Practice for Safe Working e. g. : ? Working in an open and transparent way ? Listening to children and young people ? Duty of care ? Whistleblowing ? 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 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) ? Cyberbullying ( 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 ? Disabilities O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 18 of 137 Version 2- 28th Feb 2011

Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 UNIT SPECIFICATIONS Level of Unit: 3 TDA 3. 3 Support learning activities GLH of Unit: 20 Credit Value of Unit: 4 Learning Outcomes The learner will be able to 1 Be able to contribute to planning learning activities Assessment Criteria The learner can 1. 1 Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities 1. 2 Evaluate 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 knowledge of the learners and curriculum to contribute to the teacher’s planning 1. Offer constructive suggestions for own role in supporting planned learning activities 1. 5 Identify and obtain the information required to support learning activities 2 Be able to prepare for learning activities 2. 1 Select and prepare the resources required for the planned learning activities 2. 2 Develop and adapt resources to meet the needs of learners 2. 3 Ensure the learning environment meets relevant health, safety, security and access requirements constructive feedback on the learning activities ? Provide the teacher with feedback on learners’ participation and progress ? Reflect on and improve own practice in supporting learning activities 3

Be able to support learning activities 3. 1 Select and demonstrate learning support strategies to meet the needs of learners 3. 2 Explain how social organisation and relationships may affect the learning process 3. 3 Give attention to learners in a way that balances the needs of individuals and the group as a whole 3. 4 Demonstrate ways of encouraging learners to take responsibility for their own learning 3. 5 Demonstrate ways of supporting learners to develop: ? Literacy skills ? Numeracy skills ? ICT skills ? Problem solving skills 3. 6 Explain the sorts of problems that might occur when supporting learning activities and how to deal with these

O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 19 of 137 Version 2- 28th Feb 2011 Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 Learning Outcomes The learner will be able to 4 Be able to observe and report on learner participation and progress Assessment Criteria The learner can 4. 1 4. 2 4. Apply skills and techniques for monitoring learners’ response to learning activities Assess how well learners are participating in activities and the progress they are making Record observations and assessments of learner participation and progress in the required format Explain the importance of evaluating learning activities ? ? Use the outcomes of observations and assessments to: Provide feedback to learners on progress made Provide the teacher with Evaluate how own knowledge, understanding and skills in literacy, numeracy and ICT impact on practice Develop a plan for improving own knowledge, understanding and skills in literacy, numeracy and ICT 5 Be able to contribute to the evaluation of learning activities 5. 1 5. 2 6 Be able to evaluate own practice in relation to supporting literacy, numeracy and ICT 6. 1 6. 2 O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. oc ools Qualifications specification. doc Page 20 of 137 Version 2- 28th Feb 2011 Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 Indicative Content Information Required to Support Learning Activities Includes: ? Relevant school curriculum and ? age-related expectations of learners, ? the teaching and ? learning objectives ? the learning resources required, ? wn role in supporting the learning activities, ? Any additional needs of the children or young people involved. Resources to Support Learning Activities Including: ? Materials ? Equipment (including ICT ? Software ? books and ? Other written materials Learning Support Strategies to Support the Needs of Learners, For Example: ? Creating a positive learning environment ? Managing behaviour ? Encouraging group cohesion and collaborative learning ? Prompting shy or reticent learners to ask questions and check understanding ? Translating or explaining words and phrases ? Reminding learners of teaching points made by the teacher ? Modelling correct use of language and vocabulary ?

Ensuring learners understand the learning tasks ? Helping learners to use resources relevant to the learning activity ? Providing individual attention, reassurance and help with learning tasks as appropriate to learners? ? Needs, modifying or adapting activities Social Organisation and Relationships, For Example: ? Learner grouping ? Group development ? Group dynamics ? The way adults interact and respond to learners Problems Relating To: ? The learning activities, ? The learning resources ? The learning environment ? The learners ? Assessment Assessment criteria 1. 3, 1. 4, 1. 5, 2. 1, 2. 2, 2. 3, 3. 1, 3. 3, 3. 4, 3. 5, 4. 1, 4. 2, 4. 3 and 5. 2 must be assessed in the workplace.

O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 21 of 137 Version 2- 28th Feb 2011 Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 UNIT SPECIFICATIONS Level of Unit: 3 TDA 3. 4 Promote children’s and young people’s positive behaviour GLH of Unit: 15

Credit Value of Unit: 3 Learning Outcomes The learner will be able to 1 Understand policies and procedures for promoting children and young people? s positive behaviour Assessment Criteria The learner can 1. 1 Summarise the policies and procedures of the setting relevant to promoting children and young people? s positive behaviour Evaluate how the policies and procedures of the setting support children and young people to: ? Feel safe ? Make a positive contribution ? Develop social and emotional skills ? Understand expectations and limits Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young people? behaviour in accordance with the policies and procedures of the setting Explain the benefits of actively promoting positive aspects of behaviour Demonstrate ways of establishing ground rules with children and young people which underpin appropriate behaviour and respect for others Demonstrate strategies for promoting positive behaviour according to the policies and procedures of the setting Demonstrate realistic, consistent and supportive responses to children and young people’s behaviour Provide an effective role model for the standards of behaviour expected of children, young people and adults within the setting Demonstrate strategies for minimising disruption through inappropriate behaviour of children and young people Demonstrate strategies for managing inappropriate behaviour according to the policies and procedures of the setting Apply rules and boundaries consistently and fairly, according to the age, needs and abilities of children and young people Provide support for colleagues to deal with inappropriate behaviour of children and young people 1. 2 1. 3 2 Be able to promote positive behaviour 2. 1 2. 2 2. 3 2. 4 2. 5 3 Be able to manage inappropriate behaviour 3. 1 3. 2 3. 3 3. 4 3. 5 Explain the sorts of behaviour or discipline problems that should be referred to others and to whom these should be referred

O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 22 of 137 Version 2- 28th Feb 2011 Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 Learning Outcomes The learner will be able to 4 Be able to respond to challenging behaviour Assessment Criteria The learner can 4. Recognise patterns and triggers which may lead to inappropriate behavioural responses and take action to preempt, divert or diffuse potential flash points Use agreed strategies for dealing with challenging behaviour according to the policies and procedures of the setting Assess and manage risks to own and others’ safety when dealing with challenging behaviour Support children, young people and colleagues to identify the situations and circumstances which trigger inappropriate behavioural responses and ways of avoiding these from happening Recognise and take immediate action to deal with any bullying, harassment or oppressive behaviour according to the policies and procedures of the setting Demonstrate ways of supporting children and young people to review their behaviour and the impact of this on others, themselves and their environment Demonstrate ways of supporting children and young people with behavioural difficulties to identify and agree behaviour targets Use own knowledge of promoting positive behaviour to contribute to reviews of behaviour policies, including bullying, attendance and the effectiveness of rewards and sanctions Provide clear and considered feedback on the effectiveness of behaviour management strategies to inform policy review and development 4. 2 4. 3 4. 4 4. 5 5 Be able to contribute to reviews of behaviour and behaviour policies 5. 1 5. 2 5. 3 5. 4 O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 23 of 137 Version 2- 28th Feb 2011 Indicative Content

Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 Policies and Procedures of the Setting Relevant to Promoting Positive Behaviour e. g. : ? Behaviour policy ? Code of conduct ? Rewards and sanctions ? Dealing with conflict and inappropriate behaviour ? Anti-bullying ? Attendance Inappropriate Behaviour: Is behaviour which conflicts with the accepted values and beliefs of the setting and society?

Inappropriate behaviour may be demonstrated through speech, writing, non-verbal behaviour or physical abuse. Challenging Behaviour May Involve: ? Verbal abuse (e. g. Racist comments, threats, bullying others) ? Physical abuse (such as assault of others, damaging property) ? Behaviour which is destructive to the child/young person, ? Behaviour which is illegal Assessment criteria 2. 2, 2. 3, 2. 4, 2. 5, 3. 1, 3. 2, 3. 3, 3. 4, 4. 1, 4. 2, 4. 3, 4. 4, 4. 5, 5. 1, 5. 2, 5. 3 and 5. 4 must be assessed in the workplace. O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 24 of 137 Version 2- 28th Feb 2011

Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 UNIT SPECIFICATIONS Level of Unit: 3 TDA 3. 5 Develop professional relationships with children, young people and adults GLH of Unit: 10 Credit Value of Unit: 2 Learning Outcomes The learner will be able to 1 Assessment Criteria The learner can Demonstrate how to establish rapport and respectful, trusting relationships ith children and young people Demonstrate supportive and realistic responses to children and young people’s questions, ideas, suggestions and concerns Demonstrate how to support children and young people in making choices for themselves Give attention to individual children and young people in a way that is fair to them and the group as a whole Use different forms of communication to meet the needs of children and young people Demonstrate how to adapt communication with children and young people for: a The age and stage of development of the child or young person b The context of the communication c Communication differences Demonstrate strategies and techniques to promote understanding and trust in communication with children and young people Demonstrate how to establish rapport and professional relationships with adults Demonstrate how to adapt communication with adults for: a Cultural and social differences b The context of the communication c Communication differences Demonstrate strategies and techniques to promote understanding and trust in communication with adults Use skills and techniques to resolve misunderstandings and conflicts constructively Explain when and how to refer other adults to further sources of information, advice or support 1. 1 Be able to develop professional relationships with children and young people 1. 2 1. 3 1. 4 2 Be able to communicate with children 2. 1 and young people 2. 2 2. 3 3 Be able to develop professional relationships with adults 3. 1 3. 2 3. 3 3. 4 3. 5 O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 25 of 137 Version 2- 28th Feb 2011

Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 Learning Outcomes The learner will be able to 4 Be able to support children and young people in developing relationships Assessment Criteria The learner can 4. 1 Demonstrate ways of helping children and young people to understand the value and importance of positive relationships with others Provide an effective role model in own relationships with children, young people and adults Use appropriate strategies for encouraging and supporting children and young people to understand and respect other people’s: ?

Individuality, diversity and differences ? Feelings and points of view Demonstrate ways of encouraging and supporting children and young people to deal with conflict for themselves Provide encouragement and support for other adults in the setting to have positive relationships with children and young people 4. 2 4. 3 4. 4 4. 5 5. 1 Apply the setting’s policies and procedures for: 5 Be able to comply with policies and ? Sharing information procedures for confidentiality, sharing ? Confidentiality information and data protection ? Data protection 5. 2 Demonstrate how to report and record information formally and informally in the appropriate way for the audience concerned

O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 26 of 137 Version 2- 28th Feb 2011 Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 Indicative Content Communication differences between individuals which may create barriers to effective communication between them e. g. : ? Language, ?

Sensory impairment, ? Speech, ? Language or communication impairment, ? Cognitive abilities, ? Emotional state, ? Cultural differences Strategies and Techniques to Promote Understanding and Trust in Communication, e. g. : ? Active listening ? Avoiding assumptions ? Using questions to clarify and check understanding, ? Summarising and confirming key points All assessment criteria other than 3. 5 must be assessed in the workplace. O:ASCENTISProgrammesVocationalEducational and TrainingSupport Staff in SchoolsL3 MandatoryOptional Unit Booklet Support Work in Schools. doc ools Qualifications specification. doc Page 27 of 137 Version 2- 28th Feb 2011

Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 UNIT SPECIFICATIONS Level of Unit: 3 TDA 3. 6 Promote equality, diversity and inclusion in work with children and young people GLH of Unit: 10 Credit Value of Unit: 2 Learning Outcomes The learner will be able to 1 Be able to promote equality and diversity in work with children and young people Assessment Criteria The learner can 1. 1 1. 2 1. 3 1. Identify the current legislation and codes of practice relevant to the promotion of equality a