Communication and professional relationships with children, young people and adults
This subtopic focuses on establishing effective communication and professional relationships within a school environment, covering interactions with children, young people, and adults. It emphasizes the importance of adapting communication styles to suit different audiences, maintaining confidentiality, and adhering to current legislation such as the Data Protection Act and school policies on information sharing.
Assessment criteria
Topic Overview
The City & Guilds Level 2 Certificate in Supporting Teaching and Learning in Schools is a vocational qualification designed for teaching assistants, learning support assistants, and other support staff working in primary, secondary, or special schools. This qualification equips learners with the knowledge and skills to support teachers in delivering the curriculum, manage classroom behaviour, and assist with the development of children and young people. It covers key areas such as safeguarding, equality and diversity, communication, and professional development, ensuring that support staff can contribute effectively to the learning environment.
This qualification is essential for anyone looking to start or progress a career in educational support. It provides a solid foundation in understanding how children learn, the role of the teaching assistant, and the legal and regulatory frameworks that govern schools in the UK. By completing this certificate, learners demonstrate their competence in supporting teaching and learning, which is highly valued by schools and can lead to further qualifications such as the Level 3 Diploma in Specialist Support for Teaching and Learning in Schools.
The course is structured around mandatory and optional units, allowing learners to tailor their studies to their specific role or interests. Mandatory units cover topics like child and young person development, safeguarding, and communication. Optional units might include supporting literacy or numeracy, behaviour management, or working with children with special educational needs. This flexibility ensures that the qualification is relevant to a wide range of support roles in different educational settings.
Key Concepts
Core ideas you must understand for this topic
- →Child and young person development: Understanding the physical, intellectual, emotional, and social development stages from birth to 19 years, and how these affect learning and behaviour.
- →Safeguarding and promoting the welfare of children: Knowing how to recognise signs of abuse, follow safeguarding procedures, and maintain a safe environment in line with statutory guidance like 'Working Together to Safeguard Children'.
- →Equality, diversity, and inclusion: Applying principles of equal opportunities, challenging discrimination, and supporting inclusive practice to meet the needs of all learners.
- →Communication and professional relationships: Developing effective verbal and non-verbal communication skills with pupils, teachers, parents, and other professionals, while maintaining confidentiality and professional boundaries.
- →Supporting learning activities: Assisting teachers in planning, delivering, and evaluating lessons, including differentiating tasks, managing resources, and providing feedback to pupils.
Learning Objectives
What you need to know and understand
- Know how to interact with and respond to children and young people, Know how to interact with and respond to adults, Know how to communicate with children, young people and adults, Know about current legislation, policies and procedures for confidentiality and sharing information, including data protection
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating an understanding of age-appropriate communication methods when interacting with children and young people, including non-verbal cues and active listening.
- Award credit for explaining how to maintain professional boundaries and respect when communicating with adults in a school setting, such as colleagues, parents, and external professionals.
- Award credit for accurately identifying key principles of current legislation (e.g., Data Protection Act, GDPR) and school procedures regarding confidentiality and information sharing, including when and how to report concerns.
Assessment Guidance
Guidance for achieving higher grades
- 💡In written assignments, always refer to school policies and name specific legislation where relevant, demonstrating how they apply to real scenarios.
- 💡When describing interactions, give concrete examples of adapting communication, such as using simpler vocabulary for younger children or more formal language with parents.
- 💡For assessments on confidentiality, clearly distinguish between day-to-day confidentiality (e.g., not gossiping) and situations where information must be shared to protect a child's welfare, citing the school's safeguarding policy.
- 💡Use specific examples from your school experience to illustrate your answers. For instance, when discussing supporting learning activities, describe a particular lesson where you helped a group of pupils with a maths task, including how you adapted resources for different abilities.
- 💡Always link your answers to relevant legislation, policies, or frameworks. For example, when writing about equality, mention the Equality Act 2010 and how it applies to your role in promoting inclusive practice.
- 💡Pay attention to the command words in questions, such as 'describe', 'explain', or 'evaluate'. 'Describe' requires a detailed account, 'explain' needs reasons or causes, and 'evaluate' asks for a judgement based on evidence. Tailor your response accordingly.
Common Mistakes
Common errors to avoid in your coursework
- Confusing professional relationships with personal friendships, leading to inappropriate sharing of personal information or informal language.
- Assuming that the same communication approach works for all ages; failing to adapt language and tone for children versus young people.
- Not recognizing that confidentiality can be breached if there is a safeguarding concern, or misunderstanding when to share information with designated staff.
- Misconception: Teaching assistants only work with one child or group. Correction: While some TAs may be assigned to support specific pupils, the role involves working with the whole class, small groups, and individuals as directed by the teacher. TAs are expected to be flexible and support all learners.
- Misconception: Safeguarding is only about protecting children from abuse. Correction: Safeguarding also includes promoting children's health and safety, ensuring their well-being, and taking action to prevent harm. It covers areas like online safety, health and safety policies, and promoting positive behaviour.
- Misconception: You don't need to know the curriculum to be a TA. Correction: Effective TAs understand the curriculum they are supporting, including key learning objectives and assessment criteria. This knowledge helps them to assist pupils more effectively and provide meaningful feedback to teachers.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for CITY & GUILDS LIMITED Communication and professional relationships with children, young people and adults
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
- •Basic understanding of the UK education system, including key stages and school types.
- •Some experience working or volunteering with children or young people in an educational setting is beneficial but not essential.
- •Good literacy and numeracy skills, as you will need to support pupils in these areas.
Coursework AI Review
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Key Terminology
Essential terms to know
- Know how to interact with and respond to children and young people, Know how to interact with and respond to adults, Know how to communicate with children, young people and adults, Know about current legislation, policies and procedures for confidentiality and sharing information, including data protection
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