Provide displays in schools — City & Guilds Limited Occupational Qualification Learning Support Revision

    This element covers the complete process of creating and managing educational displays in schools, from understanding institutional policies to the practic

    Topic Synopsis

    This element covers the complete process of creating and managing educational displays in schools, from understanding institutional policies to the practical skills of design, construction, maintenance, and safe dismantling. It emphasises the educational purpose of displays, ensuring they are inclusive, stimulate learning, and reflect the school's curriculum and values. Learners develop essential teamwork, resource management, and health and safety awareness, preparing them for a supportive role in the classroom environment.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Provide displays in schools

    CITY & GUILDS LIMITED
    vocational

    This element covers the complete process of creating and managing educational displays in schools, from understanding institutional policies to the practical skills of design, construction, maintenance, and safe dismantling. It emphasises the educational purpose of displays, ensuring they are inclusive, stimulate learning, and reflect the school's curriculum and values. Learners develop essential teamwork, resource management, and health and safety awareness, preparing them for a supportive role in the classroom environment.

    1
    Learning Outcomes
    5
    Assessment Guidance
    5
    Key Skills
    1
    Key Terms
    6
    Assessment Criteria

    Assessment criteria

    City & Guilds Level 2 Certificate in Supporting Teaching and Learning in Schools

    Topic Overview

    The City & Guilds Level 2 Certificate in Supporting Teaching and Learning in Schools is a vocational qualification designed for individuals working or volunteering as teaching assistants, learning support assistants, or similar roles in primary, secondary, or special schools. This qualification equips learners with the knowledge and skills to support teachers in delivering the curriculum, promote positive behaviour, and contribute to the overall development of pupils. It covers essential areas such as child development, safeguarding, communication, and inclusive practice, ensuring that support staff can effectively assist in creating a safe and productive learning environment.

    This qualification is part of the wider Supporting Teaching and Learning suite and is recognised by schools and educational institutions across the UK. It is particularly valuable for those seeking to formalise their experience or progress into higher-level roles, such as a Level 3 Teaching Assistant or HLTA (Higher Level Teaching Assistant). The certificate focuses on practical, real-world application, including how to support literacy, numeracy, and ICT, as well as understanding the legal and regulatory frameworks that govern schools. By completing this qualification, learners demonstrate their commitment to professional development and their ability to make a meaningful impact on pupils' educational outcomes.

    Key Concepts

    Core ideas you must understand for this topic

    • →Safeguarding and promoting the welfare of children: Understanding the legal duties under the Children Act 2004 and Working Together to Safeguard Children, including recognising signs of abuse and following school policies.
    • →Supporting positive behaviour: Applying strategies such as setting clear expectations, using praise and rewards, and implementing behaviour management plans in line with school policies.
    • →Inclusive practice: Adapting support to meet the diverse needs of pupils, including those with special educational needs and disabilities (SEND), English as an additional language (EAL), or different learning styles.
    • →Effective communication: Using verbal and non-verbal techniques to build rapport with pupils, teachers, and parents, and understanding the importance of confidentiality and data protection (GDPR).
    • →Child development: Knowing the key stages of physical, cognitive, social, and emotional development from birth to 19 years, and how this influences learning and behaviour.

    Learning Objectives

    What you need to know and understand

    • Understand the school policy and procedures for displays, Be able to design displays, Be able to set up displays, Be able to maintain displays, Be able to dismantle displays

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating a thorough understanding of the school's display policy, including health and safety requirements, equality and diversity considerations, and curriculum links.
    • Credit should be given for evidence of collaborative planning with teaching staff to ensure displays meet learning objectives and school standards.
    • Look for evidence of designing displays that are age-appropriate, visually engaging, and clearly labelled with accurate content.
    • Assess the learner's ability to safely select and use appropriate tools, materials, and fixings during the setup, ensuring stability and compliance with fire safety.
    • Check that the learner can explain and show how to maintain displays by repairing damage, updating content, and keeping them clean and tidy.
    • For dismantling, credit safe removal techniques, proper sorting of materials for reuse or recycling, and restoring the display area to its original condition.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Always reference the specific school policy and health and safety guidelines in your written evidence to demonstrate compliance and professional awareness.
    • 💡Take dated photographs of each stage—planning, setup, maintenance, and dismantling—to provide visual evidence for your portfolio.
    • 💡When designing, annotate your plans clearly to show how they align with curriculum topics and cater to different learning styles.
    • 💡Practise using tools like staple guns and hot glue guns under supervision to build confidence and ensure safety during assessment.
    • 💡Seek feedback from your supervising teacher or SENCO on your display and include a reflective account showing how you acted on suggestions.
    • 💡When answering questions about safeguarding, always refer to specific legislation (e.g., Children Act 2004, Keeping Children Safe in Education) and the school's own policies. Use examples of how you would respond to a concern, such as reporting to the DSL.
    • 💡For questions on supporting learning, demonstrate how you differentiate support based on individual pupil needs. Mention strategies like scaffolding, modelling, and using visual aids, and link them to the teacher's lesson objectives.
    • 💡In written assessments, use the STAR method (Situation, Task, Action, Result) to structure your answers about practical experiences. This shows examiners that you can apply theory to real classroom scenarios.

    Common Mistakes

    Common errors to avoid in your coursework

    • Assuming displays are purely decorative rather than functional educational tools that support learning and celebrate achievement.
    • Neglecting to read and follow the school's display policy, leading to placement in unsuitable areas or use of prohibited materials.
    • Using materials that are not durable or safe, such as non-fire-retardant fabrics or fragile items that could cause injury.
    • Poor time management resulting in rushed, incomplete displays that fail to meet the intended purpose or school deadlines.
    • Failing to involve students in the design or upkeep where appropriate, missing opportunities for pupil engagement and ownership.
    • Misconception: Teaching assistants only work with pupils who have special needs. Correction: While TAs often support pupils with SEND, they also work with whole classes, small groups, and individuals to reinforce learning, manage behaviour, and assist the teacher in delivering lessons.
    • Misconception: Safeguarding is solely the responsibility of the designated safeguarding lead. Correction: Every member of staff, including teaching assistants, has a duty to report concerns about a child's welfare. TAs must know the school's safeguarding policy and procedures.
    • Misconception: Behaviour management is about punishment. Correction: Effective behaviour management focuses on positive reinforcement, de-escalation techniques, and understanding the underlying causes of behaviour, such as unmet needs or trauma.

    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 curriculum subjects.
    • •Experience working or volunteering in a school setting (recommended but not mandatory).
    • •Completion of Level 1 or introductory courses in supporting teaching and learning (helpful but not required).

    Key Terminology

    Essential terms to know

    • Understand the school policy and procedures for displays, Be able to design displays, Be able to set up displays, Be able to maintain displays, Be able to dismantle displays

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