Support extra-curricular activities — City & Guilds Limited Occupational Qualification Learning Support Revision
This element focuses on the role of the teaching assistant in supporting extra-curricular activities, from initial preparation and resource organisation th
Topic Synopsis
This element focuses on the role of the teaching assistant in supporting extra-curricular activities, from initial preparation and resource organisation through to safe delivery and concluding the activity effectively. Learners will demonstrate their ability to work collaboratively with teachers and external providers, maintain inclusive participation, and manage behaviour in less formal settings. Practical application involves reflecting on personal practice to identify strengths and areas for development, directly contributing to school improvement and professional growth.
Key Concepts & Core Principles
- 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 welfare: Knowing how to recognise signs of abuse, follow safeguarding policies, and report concerns in line with the UK's 'Working Together to Safeguard Children' guidance.
- Communication and professional relationships: Developing active listening, questioning, and non-verbal skills to build trust with pupils, teachers, and parents, while maintaining confidentiality and professional boundaries.
- Supporting learning activities: Assisting with planning, delivering, and evaluating lessons, including differentiation for pupils with special educational needs or disabilities (SEND) and English as an additional language (EAL).
- Equality, diversity, and inclusion: Applying the Equality Act 2010 to ensure all pupils have equal access to the curriculum and feel valued, including challenging discrimination and promoting British values.
Exam Tips & Revision Strategies
- Use witness testimonies and observation records as evidence to corroborate your preparation, delivery, and conclusion of activities.
- Ensure your reflective journal includes a clear cycle of experience, analysis, and action planning, linking theory to practice where possible.
- Gather a range of evidence such as photographs (with permissions), resource lists, and risk assessments to demonstrate competence across all learning objectives.
- When discussing behaviour management, refer to school policies and describe how you applied them consistently during the extra-curricular activity.
Common Misconceptions & Mistakes to Avoid
- Failing to consider health and safety implications, such as not completing a risk assessment or ignoring venue-specific hazards.
- Not differentiating support to meet the diverse needs of pupils, leading to some being disengaged or excluded from the activity.
- Overlooking the importance of closing the activity properly, missing opportunities for learner feedback or leaving the environment untidy.
- Submitting reflective statements that are too general and lack specific examples of personal contribution or impact.
Examiner Marking Points
- Award credit for demonstrating thorough planning, including risk assessments, resource lists, and liaison with supervisors or activity leaders.
- Award credit for evidencing active support during delivery, such as adapting activities for individual needs, promoting positive behaviour, and ensuring health and safety compliance.
- Award credit for showing a structured approach to concluding activities, including gathering feedback from participants, tidying resources, and reporting any incidents.
- Award credit for producing a reflective account that identifies specific contributions, evaluates effectiveness, and sets clear targets for future improvement.