Support the Use of Information and Communication Technology for Teaching and Learning — AIM Qualifications Technical Occupation Qualification Learning Support Revision

    This subtopic covers the essential knowledge and skills to effectively integrate ICT into educational settings, focusing on understanding relevant policies

    Topic Synopsis

    This subtopic covers the essential knowledge and skills to effectively integrate ICT into educational settings, focusing on understanding relevant policies, preparing hardware and software, and providing ongoing support to enhance teaching and learning. It emphasizes safe, ethical, and inclusive use of technology to promote learner engagement and achievement.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Support the Use of Information and Communication Technology for Teaching and Learning

    AIM QUALIFICATIONS
    vocational

    This subtopic covers the essential knowledge and skills to effectively integrate ICT into educational settings, focusing on understanding relevant policies, preparing hardware and software, and providing ongoing support to enhance teaching and learning. It emphasizes safe, ethical, and inclusive use of technology to promote learner engagement and achievement.

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    Learning Outcomes
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    Assessment Guidance
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    Key Skills
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    Key Terms
    3
    Assessment Criteria

    Assessment criteria

    AIM Qualifications Level 2 Certificate in Supporting Teaching and Learning in Schools

    Topic Overview

    The AIM Qualifications Level 2 Certificate in Supporting Teaching and Learning in Schools is a foundational qualification for teaching assistants, learning support assistants, and other support staff in primary, secondary, and special schools. It covers the essential knowledge and skills needed to work under the direction of a qualified teacher, supporting pupils' learning, development, and well-being. The qualification is structured around core units such as child and young person development, safeguarding, communication, and supporting learning activities, ensuring that support staff can contribute effectively to the classroom environment.

    This qualification is crucial because it provides a nationally recognised standard for support roles, helping to professionalise the workforce and improve outcomes for pupils. It aligns with the UK's professional standards for teaching assistants and is often a requirement for employment in schools. By completing this certificate, students gain a deep understanding of how children learn, how to adapt support to individual needs, and how to work collaboratively with teachers and other professionals. It also emphasises the importance of safeguarding and promoting equality, diversity, and inclusion in educational settings.

    Within the wider subject of education and training, this certificate sits as a stepping stone for those wishing to progress to higher-level qualifications, such as the Level 3 Diploma in Supporting Teaching and Learning or even teacher training. It equips students with practical strategies for managing behaviour, supporting literacy and numeracy, and using technology to enhance learning. Ultimately, it prepares support staff to be confident, competent, and reflective practitioners who can make a real difference in pupils' educational journeys.

    Key Concepts

    Core ideas you must understand for this topic

    • →Child and young person development: Understanding the physical, intellectual, linguistic, social, and emotional development from birth to 19 years, and how this influences learning and behaviour.
    • →Safeguarding and promoting the welfare of children: Knowing the legal framework (e.g., Children Act 2004, Keeping Children Safe in Education) and how to recognise and respond to signs of abuse or neglect.
    • →Supporting learning activities: Planning, delivering, and evaluating activities under the teacher's direction, including differentiation for pupils with special educational needs and disabilities (SEND).
    • →Communication and professional relationships: Using active listening, questioning, and non-verbal cues to build trust with pupils, and maintaining confidentiality and professional boundaries with colleagues and parents.
    • →Equality, diversity, and inclusion: Applying the Equality Act 2010 in practice, challenging discrimination, and adapting support to meet the needs of all learners, including those from different cultural backgrounds.

    Learning Objectives

    What you need to know and understand

    • 1. Understand policies and procedures for the use of ICT for teaching and learning.2. Be able to prepare ICT resources for use in teaching and learning.3. Be able to support the use of ICT for teaching and learning.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating an understanding of the school's ICT acceptable use policy and how it applies to supporting learners.
    • Award credit for correctly setting up and checking ICT equipment (e.g., interactive whiteboard, tablets) prior to a lesson, ensuring it is age-appropriate and accessible.
    • Award credit for providing effective support during ICT-based activities, such as guiding learners on using software, troubleshooting minor issues, and promoting online safety.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡For assignments or observations, always reference the specific school policies and procedures you followed.
    • 💡In practical assessments, demonstrate proactive monitoring of learners' ICT use to ensure they stay on task and safe online.
    • 💡When preparing resources, show that you have tested them in advance and have a backup plan in case of technical failure.
    • 💡Use specific examples from your school placement or work experience to illustrate your answers. For instance, when discussing supporting learning activities, describe a particular lesson where you helped a pupil with dyslexia by using a coloured overlay or breaking tasks into smaller steps. This shows you can apply theory to practice.
    • 💡Link your answers to legislation and frameworks. For example, when writing about safeguarding, explicitly mention the Children Act 2004, Working Together to Safeguard Children, and your school's own policies. Examiners look for evidence that you understand the legal context.
    • 💡Don't just describe what you did – explain why. For every action you take (e.g., using a visual timetable), explain the rationale (e.g., it supports pupils with autism by reducing anxiety and providing structure). This demonstrates deeper understanding.

    Common Mistakes

    Common errors to avoid in your coursework

    • Assuming all learners have equal digital literacy skills, leading to inadequate differentiation.
    • Focusing solely on the technical setup without considering the pedagogical purpose of the ICT resource.
    • Overlooking the importance of health and safety, such as ergonomic workstation setup and screen time limits.
    • Misconception: Teaching assistants only work with pupils who have SEND. Correction: While TAs often support pupils with SEND, they also work with whole classes, small groups, and individuals across all ability levels, under the teacher's direction.
    • Misconception: Safeguarding is only about protecting children from physical harm. Correction: Safeguarding also includes promoting children's welfare, preventing impairment of health or development, and ensuring they grow up in safe, effective care. It covers online safety, mental health, and radicalisation (Prevent duty).
    • Misconception: Supporting learning activities means just helping pupils complete worksheets. Correction: Effective support involves scaffolding learning, asking probing questions, providing feedback, and adapting resources to meet diverse needs. It's about facilitating independence, not just task completion.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic understanding of the UK education system, including key stages and the roles of different school staff.
    • •Some experience working or volunteering with children or young people, ideally in a school setting, to provide a practical context for the theory.
    • •Good literacy and numeracy skills at Level 1 or above, as the qualification involves written assignments and supporting pupils with reading, writing, and maths.

    Key Terminology

    Essential terms to know

    • 1. Understand policies and procedures for the use of ICT for teaching and learning.2. Be able to prepare ICT resources for use in teaching and learning.3. Be able to support the use of ICT for teaching and learning.

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