ProQual Level 4 Diploma in Supporting Teaching and Learning Course in Islamabad || Registration Open

ProQual Level 4 Diploma in Supporting Teaching and Learning Course in Islamabad  || Registration Open

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Qualification Specification

Level 4 Diploma in Supporting Teaching and Learning

© ProQual 2019

ProQual, May 2019

Level 4 Diploma in Supporting Teaching and Learning

Introduction

This qualification is aimed at individuals engaged in teaching assistant or similar educational

support role.

The awarding organisation for this qualification is ProQual Awarding Body and the

regulatory body is the Office of Qualifications and Examinations Regulation (Ofqual).

Entry Requirements

Candidates should be able to demonstrate that they have achieved a level of knowledge,

understanding and practice through the attainment of a Level 3 Certificate or Diploma in

Supporting Teaching and Learning, or the equivalent.

Centres should carry out an initial assessment of candidate skills and knowledge to identify

any gaps and help plan the assessment.

Qualification Profile

Qualification title ProQual Level 4 Diploma in Supporting Teaching and

Learning

Ofqual qualification number 603/4609/7

Level 4

Total Qualification Time 700 hours (620 guided learning hours)

Assessment

Pass or fail

Internally assessed and verified by centre staff

External quality assurance by ProQual verifiers

Qualification start date 22/5/2019

Qualification end date

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Level 4 Diploma in Supporting Teaching and Learning

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Qualification Structure

Candidates must complete all of the Mandatory units, plus a minimum of one optional unit.

Mandatory units – candidates must complete all units

Unit 1 M4:1 Study Skills, level 3 (R/508/2786)

Unit 2 M4:2 Legal requirements/legislation, level 4 (M/617/6121)

Unit 3 M4:3 Leadership and management, level 4 (T/617/6122)

Unit 4 M4:4 Class management and managing behaviour, level 4 (A/617/6123)

Unit 5 M4:5 Understanding child development and how children learn, level 4

(J/508/2865)

Unit 6 M4:6 Working in partnership, level 4 (F/617/6124)

Unit 7 M4:7 Support programmes that promote children’s development, level 4

(J/617/6125)

Unit 8 M4:8 Understanding lesson plans and schemes of work, level 4 (L/617/6126)

Unit 9 M4:9 Reflecting, reviewing and evaluating own practice, level 4 (R/508/2870)

Optional Units – candidates must complete a minimum of one unit

Unit 10 O4:10 Learning mentor role, level 4 (R/617/6127)

Unit 11 O4:11 Family support worker role, level 4 (Y/617/6128)

Unit 12 O4:12 Special Educational Needs and Disabilities, level 4 (D/617/6129)

Unit 13 O4:13 Developing and delivering own lesson plans, level 4 (R/617/6130)

Unit 14 O4:14 Speech language and communication, level 3 (Y/617/6131)

Unit 15 O4:15 Use of technology, level 4 (D/617/6132)

Unit 16 O4:16 Social, emotional and mental health in children and young people, level 4

(H/617/6133)

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Level 4 Diploma in Supporting Teaching and Learning

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Centre Requirements

Centres must be approved to offer this qualification. If your centre is not approved please

complete and submit form ProQual Additional Qualification Approval Application.

Staff

Staff delivering this qualification must be appropriately qualified and occupationally

competent.

Assessors/Internal Quality Assurance

For each competence-based unit centres must be able to provide at least one assessor and

one internal verifier who are suitably qualified for the specific occupational area. Assessors

and internal verifiers for competence-based units or qualifications will normally need to

hold appropriate assessor or verifier qualifications, such as:

  • Level 3 Certificate in Teaching, Training and Assessing
  • Level 3 Award in Assessing Competence in the Work Environment
  • Level 3 Award in Assessing Vocationally Related Achievement
  • Level 3 Certificate in Assessing Vocational Achievement
  • Level 4 Award in the Internal Quality Assurance of Assessment Processes and

Practices

  • Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes

and Practices

Support for Candidates

Materials produced by centres to support candidates should:

  • enable them to track their achievements as they progress through the learning

outcomes and assessment criteria;

  • provide information on where ProQual’s policies and procedures can be viewed;
  • provide a means of enabling Internal and External Quality Assurance staff to

authenticate evidence

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Level 4 Diploma in Supporting Teaching and Learning

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Assessment

Candidates must demonstrate the level of knowledge and competence described in each

unit. Assessment is the process of measuring a candidate’s knowledge and understanding

against the standards set in the qualification.

Each candidate is required to produce evidence which demonstrates their achievement of

all of the learning outcomes and assessment criteria for each unit.

Evidence can include: – assignments/projects/reports

– worksheets

– portfolio of evidence

– record of oral and/or written questioning

– candidate test papers

Learning outcomes set out what a candidate is expected to know, understand or be able to

do.

Assessment criteria specify the standard a candidate must meet to show the learning

outcome has been achieved.

Learning outcomes and assessment criteria for this qualification can be found from page 8

onwards.

Internal Quality Assurance

An internal quality assurance verifier confirms that assessment decisions made in centres

are made by competent and qualified assessors, that they are the result of sound and fair

assessment practice and that they are recorded accurately and appropriately.

Adjustments to Assessment

Adjustments to standard assessment arrangements are made on the individual needs of

candidates. ProQual’s Reasonable Adjustments Policy and Special Consideration Policy sets

out the steps to follow when implementing reasonable adjustments and special

considerations and the service that ProQual provides for some of these arrangements.

Centres should contact ProQual for further information or queries about the contents of the

policy.

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Results Enquiries and Appeals

All enquiries relating to assessment or other decisions should be dealt with by centres, with

reference to ProQual’s Enquiries and Appeals Procedures.

Certification

Candidates who demonstrate achievement of the qualification will be awarded a certificate

giving the full qualification title –

ProQual Level 4 Diploma in Supporting Teaching and Learning

Claiming certificates

Centres may claim certificates for candidates who have been registered with ProQual and

who have successfully achieved the required number of credits for a qualification. All

certificates will be issued to the centre for successful candidates.

Replacement certificates

If a replacement certificate is required a request must be made to ProQual in writing.

Replacement certificates are labelled as such and are only provided when the claim has

been authenticated. Refer to the Fee Schedule for details of charges for replacement

certificates.

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Learning Outcomes and Assessment Criteria

M4:1 Study Skills (R/508/2786)

Unit aim: to provide the knowledge and understanding required to complete research and

present written assignments and reports.

Learning Objectives – the learner will: Assessment Criteria – the learner can:

1 Understand how to complete research for

a specific topic/subject and present

findings in an appropriate format

1.1 Research a topic/subject area

1.2 Present a written assignment based on

research

1.3 Record research sources

2 Understand how to edit a piece of work to

fit an assignment brief

2.1 Edit a piece of work/assignment

3 Understand how to prepare and present a

report

3.1 Prepare a report

Assessment

There must be valid, authentic and sufficient for all the assessment criteria. However, one

piece of evidence may be used to meet the requirements of more than one learning

outcome or assessment criterion.

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Level 4 Diploma in Supporting Teaching and Learning

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M4:2 Legal Requirements/Legislation (M/617/6121)

Unit aim: To assess the learner’s knowledge and understanding required for Employment

Rights, Safeguarding and Welfare Requirements, SEND Requirements, Child Protection

procedures and Looked After Children; how to gather information to monitor the setting’s

practice, policies and procedures relating to E-safety; how to prepare for an Ofsted

inspection.

Learning Objectives – the learner will: Assessment Criteria – the learner can:

1 Understand the current legislative

framework for Employment Rights in

the home nation

1.1 Summarise the current legislative

framework for employment rights

1.2 Explain the following employment rights:

  • time off work including sickness
  • maternity and paternity rights
  • termination of employment
  • working time directive and working

time regulations

2 Understand the current legislative

framework for safeguarding and

welfare requirements for Early Years

Foundation Stage, Child Protection and

Looked After Children

2.1 Summarise the legislative framework for

safeguarding and welfare requirements in

an education setting, including pupil

premium

2.1 Explain the legal requirements,

responsibilities and procedures relating to

the child protection process

2.3 Explain the responsibilities and procedures

relating to Looked After Children in an

education setting

3 Understand how to support pupils in

accordance with the Special

Educational Needs Disability (SEND)

Code of Practice

3.1 Briefly summarise the principles

underpinning the SEND Code of Practice

3.2 Explain how to support pupils in accessing

the curriculum in accordance with SEND

requirements

4 Understand the policies and procedures

relating to information gathering and

monitoring, E-safety in the work setting

4.1 List the types of information gathered in

the work setting and stored over a period

of time

4.2 Explain how information gathered is used

to monitor the work setting’s

performance/practice

4.3 Explain the policies and procedures in the

work setting relating to E-safety, including

access and monitoring

5 Understand the requirements of, and

how to prepare for, an Ofsted

inspection

5.1 List the documents required for an Ofsted

inspection

5.2 Explain the impact of the Ofsted result on

schools, both in the short and long term

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Level 4 Diploma in Supporting Teaching and Learning

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Assessment

There must be valid, authentic and sufficient for all the assessment criteria. However, one

piece of evidence may be used to meet the requirements of more than one learning

outcome or assessment criterion.

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M4:3 Leadership and Management (T/617/6122)

Unit aim: To provide the learner with the knowledge and understanding to support,

manage and work effectively within a team.

Learning Objectives – the learner will: Assessment Criteria – the learner can:

1 Understand the different styles/theories

of leadership and management

1.1 Identify the differences between

management and leadership

1.2 Compare different styles/theories of

leadership

1.3 Compare different styles/theories of

management

2 Understand effective team working,

including team development and dealing

with conflict

2.1 Describe the stages of a developing

team

2.2 Identify the challenges that can be

experienced by both developing and

established teams

2.3 Describe how challenges to effective

team performance can be overcome

2.4 Describe and compare methods of

addressing conflict within a team

3 Be able to work collaboratively and

cooperatively with colleagues within the

work setting

3.1 Demonstrate the ability to work

collaboratively and cooperatively with

colleagues within their work setting,

including contributing to meetings, team

working for a specific purpose such as

educational visits, after school clubs, etc.

4 Understand the purpose of professional

supervision

4.1 Analyse the purpose and value of

supervision

Assessment

There must be valid, authentic and sufficient for all the assessment criteria. However, one

piece of evidence may be used to meet the requirements of more than one learning

outcome or assessment criterion.

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Level 4 Diploma in Supporting Teaching and Learning

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M4:4 Class management and managing behaviour (A/617/6123)

Unit aim: To provide the learner with the knowledge and support to understand how group

dynamics and social organisation affect the learning process, how to effectively manage

behaviour and safely manage pupils in a learning environment.

Learning Objectives – the learner will: Assessment Criteria – the learner can:

1 Understand how group dynamics and

social organisation affect the learning

process

1.1 Explain how group dynamics affect the

learning process, and how the effects

can be overcome or mitigated

1.2 Explain how social organisation can

affect the learning process and the

strategies which can be used to address

this

2 Understand how to effectively use

behaviour management strategies to

promote positive behaviour

2.1 List and analyse behaviour strategies

that can be used in a classroom

environment

2.2 Evaluate the effectiveness of the

behaviour strategies used in own work

setting to promote positive behaviour

3 Be able to supervise pupils effectively in

line with setting’s behaviour policies and

procedures

3.1 Demonstrate how to supervise pupils

effectively to promote positive

behaviour in line with the setting’s

behaviour policies and procedures

3.2 Provide examples of potential behaviour

issues and explain possible strategies to

deal with them effectively

4 Be able to organise and safely manage the

learning environment

4.1 Demonstrate how to organise and safely

manage the learning environment

4.2 Demonstrate how to identify potential

safety issues and manage them

effectively

Assessment

There must be valid, authentic and sufficient for all the assessment criteria. However, one

piece of evidence may be used to meet the requirements of more than one learning

outcome or assessment criterion.

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M4:5 Understanding Child Development and How Children Learn (J/508/2865)

Unit aim: To explore the differences in children’s development, the risk of developmental

delay and possible effects of transitions. To provide knowledge and understanding of how

children learn.

Learning Objectives – the learner will: Assessment Criteria – the learner can:

1 Understand the expected pattern of

development and the factors that can

have an impact on this pattern

1.1 Explain the difference between

sequence of development and rate of

development and why this distinction is

important

1.2 Analyse how children’s development is

influenced by a range of factors. Include:

  • personal factors
  • external factors

1.3 Explain the importance of early

identification of development delay and

potential risks of late recognition

2 Understand theories of development and

theoretical perspectives of children’s

development and how they influence

current practice

2.1 Describe theories of development and

theoretical perspectives in relation to

children’s development

2.2 Explain how theories of development

and theoretical perspectives influence

current practice

2.3 Describe how theories of development

and theoretical perspectives are linked

to the relevant curriculum in the work

setting

3 Understand the possible effects

transitions and significant events can have

on children’s development

3.1 Explain how different types of

transitions and significant events can

effect children’s development

3.2 Describe the role of the early year’s

practitioner during transitions and

significant life events

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Assessment

There must be valid, authentic and sufficient for all the assessment criteria. However, one

piece of evidence may be used to meet the requirements of more than one learning

outcome or assessment criterion.

Guidance for developing unit assessment

Theories and theoretical perspectives should include:

  • the Biological Perspective
  • ethology
  • the Ecological Perspective
  • programmed learning
  • Laissez fair approach
  • Social constructivism including scheme
  • Scaffolding
  • Learning styles
  • Language theories
  • Bonding and attachment
  • Development of the self-esteem/identity
  • Emotional health and well-being including emotional intelligence

Theorists should include:

  • Jean Piaget
  • Chris Athey
  • Urie Bronfenbrenner
  • John Bowlby
  • James and Joyce Robertson
  • Eric Erikson
  • Albert Bandura
  • Kolb
  • Noam Chomsky
  • Ivan Pavlov
  • Burrhus Skinner

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Level 4 Diploma in Supporting Teaching and Learning

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M4:6 Working in Partnership (F/617/6124)

Unit aim: To develop the knowledge and understanding required to work in partnership.

Learning Objectives – the learner will: Assessment Criteria – the learner can:

1 Understand partnership working 1.1 Identify the features of effective

partnership working

1.2 Explain the importance of partnership

working with:

  • Colleagues
  • Others e.g. parents, families

1.3 Identify possible barriers to partnership

working and strategies to overcome

them

2 Understand multi-agency working 2.1 Explain what multi-agency working is

2.2 Explain the importance of effective

multi-agency working

2.3 List the possible agencies that may

operate within their work setting

2.4 Explain how referrals are made at the

work setting

2.5 Give an example of how they have

worked as part of a multi-agency team

Assessment

There must be valid, authentic and sufficient for all the assessment criteria. However, one

piece of evidence may be used to meet the requirements of more than one learning

outcome or assessment criterion.

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M4:7 Support programmes that promote children’s development (J/617/6125)

Unit aim: To provide the learner with the knowledge, understanding and skills to use

support programmes including observation, assessment to promote children’s

development.

Learning Objectives – the learner will: Assessment Criteria – the learner can:

1 Understand different observation,

evaluation and assessment methods used

within their setting

1.1 Explain the different observation,

evaluation and assessment methods

used within their setting

1.2 Evaluate the effectiveness of the

different observation and assessment

methods used

2 Understand how to evaluate pupil’s

progress through a range of assessment

activities

2.1 Explain how the appropriate assessment

method is selected and planned for

within the learning activity

2.2 Explain how to evaluate the pupil’s

progress through the assessment activity

2.3 Explain how any weaknesses in progress

and learning are evaluated and

addressed with pupils

3 Understand the effectiveness of

programmes that support children’s

development, including children requiring

additional support

3.1 Identify and analyse programmes that

support children’s development,

including children requiring additional

support:

  • Individual Education/Behaviour

Plans

  • SEN
  • Children with EHC plans
  • Gifted and talented
  • Literacy/numeracy programmes,

e.g. Read, Write, Phonics

  • Speech and language

development

  • Social, emotional and mental

health (SEMH) needs, e.g.

Thrive, Theraplay, Learning

Mentor programme

Assessment

There must be valid, authentic and sufficient for all the assessment criteria. However, one

piece of evidence may be used to meet the requirements of more than one learning

outcome or assessment criterion.

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Level 4 Diploma in Supporting Teaching and Learning

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M4:8 Understanding Lesson Plans and Schemes of Work (L/617/6126)

Unit aim: To develop the knowledge and understanding required to use schemes of work

and lesson plans.

Learning Objectives – the learner will: Assessment Criteria – the learner can:

1 Understand the planning format/scheme

of work used in work setting and how it

relates to the national curriculum

1.1 Describe what a scheme of work is and

how it benefits teachers and children

1.2 Compare the difference between aims

and objectives

1.3 Using a current scheme of work explain

how it relates to the national curriculum

2 Be able to use teachers’ long/medium/

short planning for lesson plan/learning

activities and understand the importance

of including all children in learning

activities, e.g. SEN, gifted and talented

2.1 Demonstrate practice in using a

teacher’s long/medium/short planning

for a lesson/activity

2.2 Identify the differentiation in the

planning and explain the importance of

this

3 Be able to select and prepare resources to

support the delivery of the lesson

plan/learning activity

3.1 Using a lesson plan list the resources

required to deliver it and describe how

they will prepare the resources for the

lesson

4 Understand the marking scheme used in

the work setting and relevant record

keeping

4.1 Explain the marking scheme used in own

work setting and analyse its

effectiveness

4.2 Demonstrate how they maintain

relevant records

Assessment

There must be valid, authentic and sufficient for all the assessment criteria. However, one

piece of evidence may be used to meet the requirements of more than one learning

outcome or assessment criterion.

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Level 4 Diploma in Supporting Teaching and Learning

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M4:9 Reflecting, Reviewing and Evaluating Own Practice (R/508/2870)

Unit aim: To provide the learner with the knowledge, understanding and skills required to

promote and engage in professional development.

Learning Objectives – the learner will: Assessment Criteria – the learner can:

1 Understand what professional

development is

1.1 Explain the importance of professional

development

1.2 Compare different methods and sources

of professional development

2 Be able to reflect on their own practice 2.1 Evaluate their own knowledge and

practice against standards and targets

set in work environment

2.2 Prioritise goals/targets to meet expected

standards

3 Be able to use reflective practice to plan

professional development

3.1 Identify learning opportunities to meet

goals/targets and reflect their learning

style

3.2 Produce a plan for own personal

professional development

3.3 Work with others to agree own personal

professional development

4 Be able to improve practice through

reflection and professional development

4.1 Evaluate how practice has been

improved through reflective practice and

professional development

Assessment

There must be valid, authentic and sufficient for all the assessment criteria. However, one

piece of evidence may be used to meet the requirements of more than one learning

outcome or assessment criterion.

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Level 4 Diploma in Supporting Teaching and Learning

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O4:10 Learning Mentor Role (R/617/6127)

Unit aim: To develop the knowledge and understanding required to support children who

require additional help to overcome barriers to learning in order to achieve their full

potential.

Learning Objectives – the learner will: Assessment Criteria – the learner can:

1 Understand the role of learning mentor 1.1 Identify and evaluate the different

strands of the learning mentor role

within an education setting

1.2 Explain how the role of learning mentor

can enable schools to raise standards of

education, attendance and behaviour

1.3 Analyse the importance of working with

school staff, parents and external

professionals to identify children and

young people and their needs

1.4 Evaluate the ways in which the learning

mentor can support children and young

people to overcome barriers to learning

from both inside and outside school

2 Be able to support children and young

people to achieve identified targets

2.1 Explain the process of working with

children and young people and relevant

school staff to identify individual targets

2.2 Analyse the effectiveness of assessment

and monitoring processes involved in

learning mentor support

2.3 Demonstrate how to work 1:1 with

children and young people to achieve

individual targets

2.4 Demonstrate how to liaise with pupils,

school staff, external professionals and

parents in a confidential manner

3 Be able to develop and support a nurture

group within their setting

3.1 Analyse the purpose and value of a

nurture group within a school setting

3.2 Demonstrate how to work with school

staff to identify children and young

people to work within a nurture group

3.3 Demonstrate strategies to use within the

nurture group to achieve positive

outcomes

4 Understand and be able to provide

support for teaching staff to achieve

positive outcomes for children and young

people

4.1 Analyse how the role of learning mentor

can support the teacher in the

monitoring and evaluation of pupil

progress

4.2 Evaluate the ways in which the learning

mentor can raise the awareness of

teaching staff to pupil’s social and

emotional needs and how they may

affect learning and behaviour

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Level 4 Diploma in Supporting Teaching and Learning

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4.3 Demonstrate how to assist in the

monitoring and assessment of children

and young people with SEN/IEP

requirements

4.4 Contribute to the planning of activities

to achieve positive outcomes for

children receiving learning mentor

support

4.5 Demonstrate how to work in partnership

with families and other

professionals/agencies to ensure

effective communication and provide

feedback on evidence of progress

Assessment

There must be valid, authentic and sufficient for all the assessment criteria. However, one

piece of evidence may be used to meet the requirements of more than one learning

outcome or assessment criterion.

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Level 4 Diploma in Supporting Teaching and Learning

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O4:11 Family Support Worker Role (Y/617/6128)

Unit aim: To develop the knowledge and understanding required to involve parents in their

children’s education in order to help remove barriers to learning, improve attendance and

behaviour and raise attainment.

Learning Objectives – the learner will: Assessment Criteria – the learner can:

1 Understand the role of the parent/family

support worker

1.1 Explain the principles and values that

underpin working with parents within a

school setting

1.2 Analyse how equality of opportunity,

inclusion and anti-discriminatory

practice can be effectively promoted in

work with parents

1.3 Explain how a range of barriers to

participation for parents can be

overcome

1.4 Explain rules governing confidentiality,

data protection (GDPR) and the limits of

confidentiality when recording and

sharing information

2 Be able to work with parents effectively to

improve outcomes for children and young

people

2.1 Evaluate the methods used within their

setting to identify early signs of issues in

children’s social, emotional and

behavioural development and how the

family may be in need of support

2.2 Work with parents and school staff to

identify the areas of need for the child

and family to enable positive outcomes

2.3 Demonstrate how to signpost to both

internal and external professionals

and/or agencies

3 Understand the principles of working with

a group of parents and be able to work

effectively in a group environment

3.1 Compare and contrast the efficacy of the

theories of group dynamics and how

they can be applied in a group setting

3.2 Demonstrate how to use an approach

and method of working that best

matches the characteristics of the group,

and the environment it is operating in

4 Be able to work in partnership with school

staff, parents and external

professionals/agencies to create action

plans to address attendance and/or

behavioural issues

4.1 Explain how and with whom the action

plan is developed and completed in their

setting, with regard to SMART targets

and positive outcomes

4.2 Explain how progress is reviewed with

examples from their setting

4.3 Demonstrate through a recent case

study how they have improved the

attendance or behaviour of a child or

young person, include documented

evidence

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5 Understand and be able to reflect on

current practice and identify areas of

strength and areas for development

5.1 Explain a range of techniques of

reflective analysis, demonstrating how

they can be used in own practice

5.2 Analyse how feedback from others and

self-evaluation can improve own

practice, using examples from recent

CPD

Assessment

There must be valid, authentic and sufficient for all the assessment criteria. However, one

piece of evidence may be used to meet the requirements of more than one learning

outcome or assessment criterion.

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Level 4 Diploma in Supporting Teaching and Learning

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O4:12 Special Educational Needs and Disabilities (D/617/6129)

Unit aim: To understand what special educational needs are and to be able to explain the

policies, procedures and legislation that schools need to follow. To identify barriers to

learning and understand ways to help children access the curriculum.

Learning Objectives – the learner will: Assessment Criteria – the learner can:

1 Understand the current legislation both

nationally and in the work setting

1.1 Give a brief description of the Special

Educational Needs (SEN) Code of

Practice, and complete a legislation/

policy form

1.2 Explain their school’s policy on SEN and

the Special Educational Needs and

Disabilities (SEND) offer

1.3 List agencies or organisations that can

be used by schools for advice and

guidance in relation to SEN

2 Understand SEN and the impact on the

child, family and schools

2.1 Briefly describe SEN, the various forms it

can take and the impact on children in

school

2.2 Describe the possible signs that might

indicate a child has additional needs and

the importance of early intervention

2.3 Explain who can make referrals and how

they are made, include the importance

of working with outside agencies and

parents

2.4 Explain what EHCPs and Support Plans

are and how and when they should be

used

2.5 Discuss some of the advantages and

disadvantages of children with SEN in

mainstream schools and the importance

of making positive experiences for all

concerned

3 Demonstrate practice of working with SEN

children including understanding and

delivering of guidance from other

professionals

3.1 Research and describe various methods

to aid in the diagnoses of Specific

Learning Difficulties

3.2 Demonstrate the implementation of

guidance from outside professionals

(e.g. SALT, EP, OT)

3.3 Reflect and review on an intervention

that they have done with a pupil/group

with SEN, the value of the intervention

and what the next steps would be

3.4 Identify apps or programmes that could

be used to help SEN pupils to access the

curriculum, include assisted technology,

the benefits and limitations in schools

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Level 4 Diploma in Supporting Teaching and Learning

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Assessment

There must be valid, authentic and sufficient for all the assessment criteria. However, one

piece of evidence may be used to meet the requirements of more than one learning

outcome or assessment criterion.

Guidance for developing unit assessment

SEND offer

Formed around one significant element of the SEND reforms of 2014 – the requirement on

local authorities to publish and make accessible a local offer. i.e. a Local Authority’s

publication of all the provision “they expect to be available across education, health and

social care for children and young people in their area who have SEN or are disabled,

including those who do not have Education, Health and Care (EHC) plans.”

(Section 4.1 SEND Code of Practice, January 2015)

SALT

Speech and Language Therapy

EP

Educational Physiologist

OT

Occupational Therapist

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Level 4 Diploma in Supporting Teaching and Learning

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O4:13 Developing and delivering own lesson plans (R/617/6130)

Unit aim: To develop and implement own scheme of work and lesson plans .

Learning Objectives – the learner will: Assessment Criteria – the learner can:

1 Be able to construct own scheme of work

and lesson plans

1.1 Produce a scheme of work covering a

minimum of three weeks

1.2 Produce lesson plans based on the

scheme of work, including a minimum of

three sessions

2 Be able to implement own lesson plans 2.1 Demonstrate delivery/implementation

of a lesson plan

3 Be able to evaluate delivery of own lesson

plan

3.1 Evaluate implementation of lesson plan

4 Understand Bloom’s Taxonomy 4.1 Examine Bloom’s Taxonomy and analyse

how it can be used effectively in lesson

planning

Assessment

There must be valid, authentic and sufficient for all the assessment criteria. However, one

piece of evidence may be used to meet the requirements of more than one learning

outcome or assessment criterion.

ProQual, May 2019

Level 4 Diploma in Supporting Teaching and Learning

26

O4:14 Speech, language and communication (Y/617/6131)

Unit aim: To understand the typical development of speech, language and communication

(verbal and non-verbal), and the importance of the connection between communication and

the ability to access learning; to examine various difficulties children might experience and

effective ways to support the child.

Learning Objectives – the learner will: Assessment Criteria – the learner can:

1 Understand the various skills needed to

communicate

1.1 Explain the difference between

communication and language

1.2 Describe the links that make up the

communication chain

2 Understand the typical stages of language

and communication development

2.1 Summarise the stages of speech,

language and communication from birth

to 19 years

2.2 Discuss possible causes for

communication difficulties:

  • Physical
  • Environmental
  • Developmental

2,3 Research and explain the possible issues

for children learning English as a second

language

2.4 Explain what indicators there are that

may suggest a child is experiencing a

language or communication difficulty

2.5 Describe the impact any difficulties with

speech, language and communication

may have on the overall development of

a child, including behaviour

3 Understand and implement strategies to

support children with speech, language

and communication difficulties

3.1 Explain various strategies to support

children with:

  • Concentration
  • Listening and understanding
  • Learning new vocabulary
  • Sequencing
  • Sharing books
  • Blank level questions

3.2 Identify and analyse strategies that have

been used to support children with

speech, language and communication

needs

3.3 Explain the process of assessment and

referral to the specialist

3.4 Demonstrate understanding and

implementation of SALT reports

ProQual, May 2019

Level 4 Diploma in Supporting Teaching and Learning

27

Assessment

There must be valid, authentic and sufficient for all the assessment criteria. However, one

piece of evidence may be used to meet the requirements of more than one learning

outcome or assessment criterion.

Guidance for developing unit assessment

Communication chain:

The ways in which we communicate including:

Verbal

Non-verbal

Telecommunications systems

Publishing and broadcasting media

SALT

Speech and Language Therapy

ProQual, May 2019

Level 4 Diploma in Supporting Teaching and Learning

28

O4:15 Use of Technology (D/617/6132)

Unit aim: To understand and be able to use a variety of technology to provide support in

lessons and information sharing in an educational setting.

Learning Objectives – the learner will: Assessment Criteria – the learner can:

1 Understand current legislation, policies

and procedures that deal with E-safety

and the impact on children and young

people

1.1 Summarise the E-safety policy for their

setting and evaluate the procedures that

are in place to protect children and

young people

1.2 Describe ways to help children

understand the importance of E-safety

and the consequences of not being safe

online

2 Understand the variety of technology that

is available and what is suitable for

educational settings

2.1 Identify and list technology that is or

could be used in an educational setting

2.2 Give a brief description and the purpose

of the technology used in their setting

2.3 Discuss and evaluate the different

software and programmes that are

available for schools

2.4 Analyse the value of technology used

throughout schools for both pupils and

staff, including augmented technology

3 Be able to use technology to deliver a

lesson plan and improve visual displays

3.1 Using their Study Skills topic produce an

electronic presentation to be used to

teach a lesson

3.2 Using an appropriate programme,

produce:

  • a document including a quote

referenced correctly

  • a graph
  • a figure

to accompany the lesson

3.3 Using an appropriate programme create

a leaflet to accompany the lesson

ProQual, May 2019

Level 4 Diploma in Supporting Teaching and Learning

29

Assessment

There must be valid, authentic and sufficient for all the assessment criteria. However, one

piece of evidence may be used to meet the requirements of more than one learning

outcome or assessment criterion.

Guidance for developing unit assessment

Technology could include:

iPad

Laptop

PC

Interactive whiteboard

Photocopier

Software and programmes could include:

Tapestry

MS Word

Sims

MS PowerPoint

MS Publisher

Scratch

Myconcern

My maths

Show your homework

ProQual, May 2019

Level 4 Diploma in Supporting Teaching and Learning

30

O4:16 Social, Emotional and Mental Health in Children and Young People

(H/617/6133)

Unit aim: To understand the importance of mental well-being in children and young people;

the influences that can affect children and ways to support and improve the Social,

Emotional and Mental Health (SEMH) of children.

Learning Objectives – the learner will: Assessment Criteria – the learner can:

1 Understand current legislation, policies

and procedures that deal with children’s

and young people’s mental health

1.1 Analyse the impact of legislation on wellbeing and mental health of children in

their setting

1.2 Identify and describe local and national

organisations that are available to help

support mental health issues

2 Understand mental health and well-being

in children

2.1 Identify and analyse the factors that may

have an impact on the mental health

and well-being of children from infancy

to adulthood

2.2 Describe the effect that media

perceptions might have on children and

young people

2.3 Discuss the various cultural and public

perceptions of children with mental

health issues

3 Understand how to support children in an

educational setting with mental health

issues

3.1 Describe various methods that could be

used to support children and improve

their mental health and well-being

3.2 Evaluate their own role in supporting

children with mental health in schools

and consider any changes in practice to

improve mental health and well-being

Assessment

There must be valid, authentic and sufficient for all the assessment criteria. However, one

piece of evidence may be used to meet the requirements of more than one learning

outcome or assessment criterion.

 

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