NCFE Level 2 Teaching
Assistant Certificate

This unit explores:

• The expected pattern of development for children and young people from birth – 19 years
• The factors that influence children and young people’s development and how these affect practice
• How to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern
• The importance of early intervention to support the speech, language and communication needs of children and young people
• The potential effects of transitions on children and young people’s development

This unit explores:

• The main legislation, guidelines, policies and procedures for safeguarding children and young people
• The importance of working in partnership with other organisations to safeguard children and young people
• The importance of ensuring children and young people’s safety and protection in the work setting
• How to respond to evidence or concerns that a child or young person has been abused, harmed or bullied
• Understand how to work with children and young people to support their safety and well-being
• Understand the importance of e-safety for children and young people

This unit explores:

This unit aims to prepare the learner for working in a school. It covers key aspects of schools as organisations. This includes the structure of the education system, the roles and responsibilities of key members of the school team and the purpose of school ethos, mission statement and aims and values. Learners will also understand the reasons for the key legislation, policies and procedures which are followed in schools and how schools operate within a wider context.

Health and safety should always be taken into account when planning safe indoor and outdoor environments and activities. For example, individual educational and health needs should be known and taken into account for each pupil to ensure they are supported effectively. The environment the students will be entering should be safe, this may mean that any hazards are moved or disposed of before students enter the environment.

Participation involves:

asking children and young people what works, what doesn’t work and what could work better; and involving them in the design, delivery and evaluation of services, on an ongoing basis.

Equality of access:

ensuring that discriminatory barriers to access are removed and allowing for children and young peoples’ individual needs

Anti-discriminatory practice:

taking positive action to counter discrimination. This will involve identifying and challenging discrimination and being positive in own practice about differences and similarities between people

Inclusion:

a process of identifying, understanding and breaking down barriers to participation and belonging.

Maintain and Support Relationships with Children and Young People Outcome1: Be able to communicate with children and young people. Assessment Criteria The learner can: Communicate with children and young people in a way that is appropriate to the individual, using both conventional language and body language.

This unit introduces the learner to the ways in which behaviour management is approached in schools, and includes topics such as strategies for promoting positive behaviour, as well as how to manage challenging behaviour, and how to assess the risks around it. It offers ways in which learners can approach behaviour support in order to benefit pupils, and how to assess challenging behaviour and its impact.

All of the assessment criteria must be assessed in the workplace.

Communicate:

• verbally
• non-verbally
• informally
• formally

Assessment Guidance

This unit must be assessed in accordance with the TDA assessment principles.

Assessment for learning involves using assessment, as part of teaching and learning, in ways that will raise learners achievement.

Information required to support assessment for learning:

• the learning objectives for the activities
• the personalised learning goals for individual learners
• the success criteria for the learning activities
• the assessment opportunities and strategies relevant to own role in the learning activities
• Personalised learning goals will reflect the learning objectives of activities and take account of the past achievements and current learning needs of individual learners.

Assessment opportunities and strategies are the occasions, approaches and techniques used for ongoing assessment during learning activities, such as:

• using open-ended questions
• observing learners
• listening to how learners describe their work and their reasoning
• checking learners understanding
• engaging learners in reviewing progress
• encouraging learners to keep in mind their learning goals and to assess their own progress to meeting these as they proceed
• encouraging learners to review and comment on their work before handing it in or discussing it with the teacher
• praising learners when they focus their comments on their personalised learning goals for the task

Assessment Guidance

This unit must be assessed in accordance with the TDA assessment principles.

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
• own 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 Guidance

This unit must be assessed in accordance with the TDA assessment principles.

Displays can take the form of useful reference material, to support pupil learning: such as letters of the alphabet and “number lines”. Display material can include information that is important for students to memorise: such as number tables, formulae (see photo), spellings and other important factual information.