Supporting Teaching and Learning
This unit develops the advanced skills required to effectively support teaching and learning in educational settings, from collaborative planning with teachers to facilitating individualized student goal-setting. It covers the preparation of resources, direct support during learning and assessment activities, and the management of displays and extra-curricular programs. Learners will apply these competencies to enhance student engagement and achievement in real-world educational environments.
Assessment criteria
Topic Overview
Learning Support within the ATHE Level 5 Diploma in Supporting Teaching and Learning focuses on the practical strategies and theoretical frameworks that enable teaching assistants and learning support practitioners to effectively assist learners in educational settings. This topic covers how to identify individual learning needs, implement tailored support plans, and collaborate with teachers and other professionals to create inclusive environments. Understanding learning support is crucial because it directly impacts student achievement, engagement, and well-being, making it a cornerstone of effective educational practice.
The curriculum explores key areas such as differentiation, scaffolding, and the use of assistive technologies, all aligned with UK educational policies like the SEND Code of Practice. Students will learn to assess barriers to learning, adapt resources, and monitor progress through formative assessment techniques. This knowledge is applied across various contexts, including mainstream classrooms, specialist units, and one-to-one interventions, preparing practitioners to meet the diverse needs of learners from early years to post-16 education.
Mastering learning support not only enhances your ability to make a tangible difference in students' lives but also develops transferable skills in communication, problem-solving, and reflective practice. As part of the wider ATHE Level 5 Diploma, this topic builds on foundational understanding of child development and educational psychology, equipping you with advanced strategies to become a confident, effective learning support professional.
Key Concepts
Core ideas you must understand for this topic
- →Differentiation: Adapting teaching methods, resources, and assessment to meet the varied needs of learners, including those with SEND, EAL, or gifted and talented status.
- →Scaffolding: Providing temporary support structures (e.g., visual aids, step-by-step guides) that are gradually removed as the learner gains independence.
- →Inclusive Practice: Ensuring all learners have equal access to the curriculum and feel valued, in line with the Equality Act 2010 and the SEND Code of Practice.
- →Formative Assessment: Ongoing, low-stakes checks for understanding (e.g., questioning, observation) used to adjust support in real time.
- →Collaborative Working: Partnering with teachers, SENCOs, parents, and external agencies to create cohesive support plans and share progress.
Learning Objectives
What you need to know and understand
- 1. Be able to assist the teacher in planning teaching and learning activities2. Be able to prepare learning resources and activities3. Be able to provide support during teaching and learning activities4. Be able to provide support during assessment activities5. Be able to support students with identifying their learning needs, setting goals and planning actions6. Be able to make preparations for the conduct of test and examinations7. Be able to design and setup displays8. Be able to manage extra-curricular activities
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for clearly documenting how they collaborated with the teacher to adapt lesson plans and prepared differentiated resources that addressed individual student needs.
- Award credit for demonstrating effective scaffolding techniques during learning activities and accurately recording student progress to inform formative assessment.
- Award credit for showing how they assisted students in setting SMART targets and made appropriate arrangements for tests/exams that complied with access arrangements and awarding body regulations.
Assessment Guidance
Guidance for achieving higher grades
- 💡Always link your practice to theoretical frameworks (e.g., Vygotsky’s ZPD, scaffolding) to demonstrate a deep understanding of why you are using particular strategies.
- 💡Include reflective accounts that critically evaluate your own performance in supporting activities, identifying strengths and areas for improvement with concrete examples.
- 💡When evidencing support for test/exam preparations, ensure you reference the specific regulations of the awarding body and show how you maintained the integrity of the assessment.
- 💡Use specific examples from your placement or experience to illustrate how you have applied differentiation or scaffolding. Examiners value concrete evidence of your practice, such as describing a student's progress after using a visual timetable.
- 💡Link your answers to UK legislation and frameworks, such as the SEND Code of Practice or the Teachers' Standards. This shows you understand the professional context and can apply theory to real-world settings.
- 💡When discussing collaborative working, mention how you communicated with the class teacher or SENCO, and what impact that had on the learner. Avoid vague statements like 'I worked with the teacher'; instead, detail the outcome, e.g., 'We co-planned a sensory break schedule that reduced the student's anxiety during transitions.'
Common Mistakes
Common errors to avoid in your coursework
- Assuming that support means doing the work for the student rather than enabling independence; failing to gradually withdraw support.
- Neglecting to consider accessibility and inclusivity when preparing resources, leading to materials that do not meet the needs of all learners.
- Overlooking the importance of confidentiality during assessment and record-keeping, potentially breaching data protection policies.
- Misconception: Learning support is only for students with identified special educational needs. Correction: While SEND students are a key focus, learning support benefits all learners, including those who are underachieving, anxious, or need challenge.
- Misconception: Differentiation means giving every student a different worksheet. Correction: Effective differentiation involves varying the process, content, product, or learning environment, not just resources. For example, using flexible grouping or providing choice in tasks.
- Misconception: Scaffolding is the same as simplifying work. Correction: Scaffolding provides temporary support to help students achieve tasks they couldn't do alone, gradually removing it to build independence. Simplifying reduces the task's complexity, which may limit learning.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for ATHE LTD Supporting Teaching and Learning
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Understanding of child development theories (e.g., Piaget, Vygotsky) to grasp how learning support aligns with cognitive and social growth.
- •Basic knowledge of the SEND Code of Practice and the categories of special educational needs to contextualise support strategies.
- •Familiarity with the role of a teaching assistant or learning support practitioner in UK schools, including typical responsibilities and boundaries.
Coursework AI Review
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Key Terminology
Essential terms to know
- 1. Be able to assist the teacher in planning teaching and learning activities2. Be able to prepare learning resources and activities3. Be able to provide support during teaching and learning activities4. Be able to provide support during assessment activities5. Be able to support students with identifying their learning needs, setting goals and planning actions6. Be able to make preparations for the conduct of test and examinations7. Be able to design and setup displays8. Be able to manage extra-curricular activities
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