Promote children and young people’s positive behaviour
This subtopic equips teaching assistants with the knowledge and skills to promote positive behaviour in educational settings, aligning with school policies and legal frameworks. It covers proactive strategies, managing inappropriate and challenging behaviour, and contributing to policy reviews, ensuring a safe and conducive learning environment.
Assessment criteria
Quick Revision Summary (Key Takeaway)
The City & Guilds Level 3 Certificate in Supporting Teaching and Learning in Schools covers the knowledge and skills required to work as a teaching assistant, learning support assistant, or similar role in primary, secondary, and special schools. It includes understanding child development, safeguarding, inclusive practice, and how to support teachers in planning, delivering, and assessing learning activities.
Topic Overview
This qualification is designed for those who work or want to work in a school setting as a teaching assistant, learning support assistant, or similar role. It covers a broad range of topics including child and young person development, safeguarding, equality and diversity, communication, and supporting learning activities. The course emphasises practical skills and knowledge that are directly applicable to the classroom, and it is a recognised vocational qualification in the UK.
The Level 3 Certificate is more advanced than Level 2, requiring a deeper understanding of educational theories, legislation, and the ability to work more independently. It is often a requirement for higher-level teaching assistant (HLTA) roles or for progression to further study, such as a foundation degree in education. The qualification is assessed through a combination of written assignments, portfolio evidence, and sometimes exams, depending on the centre.
In the wider context, this qualification sits within the UK's vocational education framework, providing a pathway into the education sector. It is valued by schools because it ensures staff are competent in supporting teaching and learning, contributing to improved outcomes for pupils. The content aligns with the Teachers' Standards and the National Curriculum, making it highly relevant to current educational practice.
Key Concepts
Core ideas you must understand for this topic
- →Child development: understanding the physical, cognitive, social, and emotional development stages from birth to 19 years, and how this affects learning.
- →Safeguarding: knowing the signs of abuse, the procedures for reporting concerns, and the legal framework such as the Children Act 1989 and Keeping Children Safe in Education.
- →Inclusive practice: adapting support to meet the needs of all learners, including those with SEN and disabilities, and promoting equality and diversity.
- →Supporting learning activities: assisting with planning, delivery, and assessment of lessons, including differentiation and feedback.
- →Professional relationships: communicating effectively with teachers, pupils, parents, and other professionals, and maintaining confidentiality.
Learning Objectives
What you need to know and understand
- Explain the school's behaviour policy and procedures for promoting positive behaviour
- Demonstrate strategies for promoting positive behaviour in line with the policy
- Apply de-escalation techniques to manage inappropriate behaviour
- Respond to challenging behaviour following legal and organisational requirements
- Evaluate the effectiveness of behaviour policies and contribute to reviews
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for accurately describing the key components of the school's behaviour policy
- Award credit for demonstrating proactive strategies such as positive reinforcement and clear expectations
- Award credit for using appropriate de-escalation techniques and recording incidents correctly
- Award credit for showing understanding of legal responsibilities and safeguarding procedures when responding to challenging behaviour
- Award credit for providing constructive feedback during behaviour policy reviews based on observations
Assessment Guidance
Guidance for achieving higher grades
- 💡Familiarise yourself with the school's behaviour policy and be ready to quote key sections in your answers
- 💡Use specific examples from your placement to illustrate how you promote positive behaviour
- 💡Remember to link your responses to relevant legislation such as the Children Act and Equality Act
- 💡When discussing challenging behaviour, emphasise the importance of de-escalation and seeking help from senior staff
- 💡In reviews, suggest improvements based on evidence and observations, not just personal opinion
- 💡Always refer to current legislation and guidance, such as the Equality Act 2010 and Keeping Children Safe in Education, and use the correct terminology.
- 💡In answers about supporting learning, use specific examples from your own practice or case studies to demonstrate understanding.
- 💡Read the question carefully and identify the command word (e.g., 'describe', 'explain', 'evaluate') to ensure you provide the appropriate depth of response.
Common Mistakes
Common errors to avoid in your coursework
- Confusing the school's behaviour policy with national legislation
- Using punitive measures instead of positive reinforcement strategies
- Failing to follow the school's recording and reporting procedures for behaviour incidents
- Not involving the child or young person in discussions about their behaviour
- Overlooking the importance of consistency among staff when applying behaviour policies
- Misconception: Teaching assistants are responsible for planning lessons. Correction: The teacher plans the lessons; the TA supports the delivery and provides feedback, but does not have overall planning responsibility.
- Misconception: Safeguarding is only about physical abuse. Correction: Safeguarding includes emotional abuse, neglect, sexual abuse, and also online safety and radicalisation.
- Misconception: Differentiation means giving different worksheets to every child. Correction: Differentiation can be by task, outcome, support, or resources, and it is about ensuring all children can access the learning, not necessarily individualised worksheets.
Revision Plan
How to revise this topic in 1–2 weeks
- 1Week 1: Focus on child development and learning theories. Read the relevant textbook chapters and make notes on key theorists like Piaget, Vygotsky, and Bowlby. Create flashcards for key terms.
- 2Week 2: Study safeguarding and legislation. Review the school's safeguarding policy and the government's Keeping Children Safe in Education document. Practice answering scenario-based questions.
- 3Week 3: Look at inclusive practice and supporting learning activities. Observe or reflect on your own practice and write case studies. Work through past exam questions on differentiation and assessment.
- 4Week 4: Revise all topics, focusing on areas of weakness. Use active recall techniques and take timed practice tests. Join a study group or discuss topics with colleagues.
Exam Question Types
How this topic typically appears in the exam
- 📋Short answer questions: e.g., 'Define the term 'differentiation'.' – Be concise and use correct terminology.
- 📋Scenario-based questions: e.g., 'A child with ADHD is disrupting the class. Describe two strategies you could use.' – Apply your knowledge to the situation and give practical examples.
- 📋Extended writing questions: e.g., 'Evaluate the importance of building positive relationships with pupils.' – Structure your answer with an introduction, paragraphs, and a conclusion, and use evidence.
- 📋Multiple choice questions: These test knowledge of key facts, so revise definitions and legislation.
Command Word Expectations (CITY & GUILDS LIMITED)
What examiners look for when using specific command words in this specification
Provide a detailed account of the features or characteristics of something. For example, 'Describe the stages of child development' – you need to list and explain each stage, but not necessarily evaluate or compare.
Give reasons or causes, showing how and why something happens. For example, 'Explain how a teaching assistant can support a child with dyslexia' – you must show the link between the support and the child's learning.
Make a judgement based on evidence, considering strengths and weaknesses. For example, 'Evaluate the effectiveness of using rewards in the classroom' – you must discuss pros and cons and come to a reasoned conclusion.
How Students Lose Marks (Examiner Pitfalls)
Common mark loss traps and how to write 100% full-mark answers
Step-by-Step Worked Solutions
Detailed solution breakdown for typical exam problems
Question: A teaching assistant is supporting a Year 3 child who is struggling with reading comprehension. Describe two strategies the TA could use to help the child, and explain how each strategy supports the child's learning.
- 1.Step 1: Identify two evidence-based strategies, e.g., guided reading with questioning and using visual aids.
- 2.Step 2: For each strategy, explain the specific technique and how it helps the child, e.g., asking open-ended questions encourages deeper thinking and checking understanding.
- 3.Step 3: Link the strategies to the child's needs and the curriculum, e.g., improving inference skills as required in the National Curriculum.
Question: A child with autism is having difficulty transitioning between activities in the classroom. Describe a strategy the teaching assistant could use to support this child, and explain why it is effective.
- 1.Step 1: Identify a strategy such as using a visual timetable or giving a warning before transitions.
- 2.Step 2: Explain how the strategy is implemented, e.g., showing the child a picture of the next activity and using a timer.
- 3.Step 3: Explain why it works for autism, e.g., reduces anxiety by providing predictability and structure.
Active Recall Memory Test
Test your memory before revealing the key facts
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 Promote children and young people’s positive behaviour
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
- •A good understanding of the English language and basic literacy and numeracy skills.
- •Some experience of working with children or young people, either voluntary or paid, is beneficial.
- •Completion of a Level 2 qualification in Supporting Teaching and Learning or equivalent is often recommended.
Coursework AI Review
Paste your assignment brief and check your draft against its P/M/D criteria
Key Terminology
Essential terms to know
- Behaviour policies and procedures
- Proactive behaviour promotion
- Managing inappropriate behaviour
- Responding to challenging behaviour
- Reviewing behaviour policies
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