Support the use of information and communication technology for teaching and learning — City & Guilds Limited Occupational Qualification Learning Support Revision

    This element equips learning support staff with the knowledge and skills to integrate ICT effectively into teaching and learning, ensuring safe and purpose

    Topic Synopsis

    This element equips learning support staff with the knowledge and skills to integrate ICT effectively into teaching and learning, ensuring safe and purposeful technology use. It covers understanding school ICT policies, preparing digital resources, and providing hands-on support to pupils and teachers during ICT-based activities, thereby enhancing learning outcomes.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Support the use of information and communication technology for teaching and learning

    CITY & GUILDS LIMITED
    vocational

    This element equips learning support staff with the knowledge and skills to integrate ICT effectively into teaching and learning, ensuring safe and purposeful technology use. It covers understanding school ICT policies, preparing digital resources, and providing hands-on support to pupils and teachers during ICT-based activities, thereby enhancing learning outcomes.

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    Learning Outcomes
    4
    Assessment Guidance
    4
    Key Skills
    5
    Key Terms
    4
    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, promoting positive behaviour, and fostering an inclusive learning environment. It covers essential areas such as child development, safeguarding, communication, and professional boundaries, ensuring that support staff can effectively contribute to pupils' educational progress and well-being.

    This qualification is part of the wider Supporting Teaching and Learning suite and is recognised by schools across the UK as a benchmark for competent support staff. It aligns with the National Occupational Standards for supporting teaching and learning, making it directly relevant to daily classroom practice. By completing this certificate, learners demonstrate their ability to work under the direction of a teacher, assist with planning and assessment, and support pupils with diverse needs, including those with special educational needs and disabilities (SEND). The qualification also emphasises the importance of reflective practice and continuous professional development, preparing learners for progression to higher-level roles such as Level 3 Teaching Assistant or Higher Level Teaching Assistant (HLTA).

    Key Concepts

    Core ideas you must understand for this topic

    • →Safeguarding and promoting the welfare of children: Understanding legal requirements, recognising signs of abuse, and knowing how to report concerns following school policies.
    • →Communication and professional relationships: Developing effective verbal and non-verbal communication skills with pupils, teachers, parents, and external agencies, while maintaining confidentiality and professional boundaries.
    • →Supporting learning activities: Assisting with planning, delivering, and evaluating lessons, including differentiation for individual needs, managing resources, and providing feedback to teachers.
    • →Child development from birth to 19 years: Understanding key stages of physical, cognitive, social, and emotional development, and how these impact learning and behaviour in the classroom.
    • →Equality, diversity, and inclusion: Promoting inclusive practice by valuing all pupils, challenging discrimination, and adapting support to meet the needs of learners from diverse backgrounds.

    Learning Objectives

    What you need to know and understand

    • Explain the key components of the school’s ICT policy and procedures.
    • Demonstrate how to set up and test ICT equipment and software prior to a lesson.
    • Apply strategies to support learners in using ICT tools to achieve learning outcomes.
    • Identify potential e-safety risks and describe how to mitigate them.
    • Adapt ICT resources to meet the individual needs of learners.
    • Evaluate the effectiveness of ICT resources in supporting teaching and learning.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for correctly explaining the school’s acceptable use policy and procedures for reporting faults.
    • Evidence of preparing a range of ICT resources (e.g., interactive whiteboard, tablets, educational software) and checking they are in working order.
    • Observation of supporting learners by scaffolding their use of software, encouraging independence, and intervening appropriately when technical issues arise.
    • Demonstration of promoting e-safety, such as reminding pupils of online safety rules and monitoring their activity.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Ensure your portfolio includes clear evidence of both preparation and live support, with annotated screenshots or witness statements.
    • 💡When discussing policy, refer always to your specific school's documentation and give concrete examples of how you apply it.
    • 💡Practice common troubleshooting steps for typical classroom technology to build confidence and provide effective support.
    • 💡Link your use of ICT to specific learning objectives and pupil progress, showing how technology enhances learning.
    • 💡When answering questions about safeguarding, always refer to specific legislation such as the Children Act 2004 or Keeping Children Safe in Education (KCSIE) and mention the role of the designated safeguarding lead (DSL).
    • 💡For questions on supporting learning, use examples from your own practice (e.g., how you differentiated a task for a pupil with dyslexia) to demonstrate application of theory.
    • 💡In written assessments, structure your answers clearly: define key terms, explain their importance, and give a practical example from a school setting. Avoid vague statements like 'it's important' without justification.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing the roles of the teacher and teaching assistant in managing ICT use, leading to overstepping responsibilities.
    • Failing to check resources beforehand, resulting in lesson disruption due to technical faults.
    • Not considering the accessibility needs of all learners, thus using resources that some cannot access.
    • Overlooking the importance of documenting ICT incidents or issues as per school policy.
    • Misconception: Teaching assistants only work with low-ability pupils. Correction: TAs support all pupils, including high achievers, and may work with small groups or individuals across the ability range, as directed by the teacher.
    • Misconception: Safeguarding is only about protecting children from physical harm. Correction: Safeguarding also covers emotional abuse, neglect, online safety, and promoting children's overall well-being, including mental health.
    • Misconception: Confidentiality means never sharing information. Correction: Confidentiality must be balanced with safeguarding duties; if a child is at risk, you must share information with the designated safeguarding lead (DSL) following school policy.

    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 school structures.
    • •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

    • ICT policy compliance
    • Digital resource preparation
    • Safeguarding and e-safety
    • Supporting learners with ICT
    • Technical troubleshooting

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