Promote the well being and resilience of children and young people — Focus Awards Limited Occupational Qualification Learning Support Revision

    This element equips learners to actively promote the holistic well-being and resilience of children and young people in educational settings. It focuses on

    Topic Synopsis

    This element equips learners to actively promote the holistic well-being and resilience of children and young people in educational settings. It focuses on understanding the factors that influence mental, emotional, and physical health, and on implementing practical strategies to support the development of positive self-identity, self-esteem, and a hopeful outlook. The content also addresses how to recognise and respond appropriately to common health needs, ensuring that support is age-appropriate and integrated into daily practice.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Promote the well being and resilience of children and young people

    FOCUS AWARDS LIMITED
    vocational

    This element equips learners to actively promote the holistic well-being and resilience of children and young people in educational settings. It focuses on understanding the factors that influence mental, emotional, and physical health, and on implementing practical strategies to support the development of positive self-identity, self-esteem, and a hopeful outlook. The content also addresses how to recognise and respond appropriately to common health needs, ensuring that support is age-appropriate and integrated into daily practice.

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    Learning Outcomes
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    Assessment Guidance
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    Key Skills
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    Key Terms
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    Assessment Criteria

    Assessment criteria

    Focus Awards Level 3 Diploma in Specialist Support for Teaching and Learning in Schools (RQF)

    Topic Overview

    The Focus Awards Level 3 Diploma in Specialist Support for Teaching and Learning in Schools (RQF) is a comprehensive qualification designed for teaching assistants, learning support assistants, and other support staff who work directly with pupils in primary, secondary, or special schools. This diploma builds on foundational knowledge and skills, enabling you to take on more complex responsibilities such as planning and delivering learning activities under the supervision of a qualified teacher, supporting pupils with special educational needs and disabilities (SEND), and contributing to the assessment and monitoring of pupil progress. The qualification is regulated by Ofqual and is widely recognised by schools across the UK, making it a valuable asset for career progression in the education sector.

    This diploma covers a wide range of units that reflect the real-world demands of a specialist support role. Key areas include understanding child and young person development, safeguarding and promoting the welfare of children, supporting positive behaviour, developing professional relationships with colleagues and parents, and using technology to enhance learning. The qualification also emphasises the importance of reflective practice and continuous professional development, ensuring that you can adapt to the evolving needs of the school environment. By completing this diploma, you will not only gain theoretical knowledge but also practical skills through work-based learning, which is assessed via portfolio evidence and observations in your workplace.

    In the context of the wider subject of Learning Support, this diploma sits at a specialist level, bridging the gap between general classroom support and more advanced roles such as Higher Level Teaching Assistant (HLTA) or specialist SEND support. It is particularly relevant for those who wish to deepen their understanding of how to support pupils with diverse needs, including those with learning difficulties, physical disabilities, or behavioural challenges. The qualification also aligns with the UK government's commitment to inclusive education and the SEND Code of Practice, making it a crucial step for anyone aiming to make a significant impact on pupil outcomes and school improvement.

    Key Concepts

    Core ideas you must understand for this topic

    • →Child and Young Person Development: Understand the stages of physical, cognitive, social, and emotional development from birth to 19 years, and how to support individual needs at each stage.
    • →Safeguarding and Promoting Welfare: Know the legal and statutory requirements for safeguarding children, including the Children Act 2004 and Working Together to Safeguard Children, and how to recognise and respond to signs of abuse or neglect.
    • →Supporting Positive Behaviour: Learn strategies to promote positive behaviour, manage challenging behaviour, and understand the impact of behaviour on learning and development.
    • →Assessment for Learning: Understand formative and summative assessment methods, how to observe and record pupil progress, and how to provide constructive feedback to support learning.
    • →Professional Relationships and Communication: Develop skills to work effectively with teachers, parents, and other professionals, including maintaining confidentiality and using appropriate communication techniques.

    Learning Objectives

    What you need to know and understand

    • Analyse the key factors that influence the well-being and resilience of children and young people
    • Evaluate strategies for supporting age-appropriate social and emotional identity development
    • Implement approaches that foster self-esteem in line with developmental stages
    • Apply techniques to encourage children and young people to adopt a positive outlook on their lives
    • Assess common health needs and determine appropriate responses within a school context
    • Design activities that integrate well-being and resilience promotion into everyday practice

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating an understanding of the link between well-being, resilience, and academic achievement
    • Look for evidence of using age-appropriate language and activities when addressing social and emotional development
    • Credit should be given for planning specific interventions that boost self-esteem, with clear rationale
    • Assess the candidate’s ability to reference school policies and safeguarding procedures when responding to health needs
    • Expect candidates to use real-life scenarios or case studies to illustrate how they would promote a positive outlook
    • Reward the integration of theory with practice, showing a reflective cycle of support

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Use structured frameworks (e.g., PERMA, resilience ladders) to ground your answers in recognised theory
    • 💡Always connect your strategies to statutory guidance such as Keeping Children Safe in Education
    • 💡When discussing self-esteem, provide concrete examples of activities or language you would use with different age groups
    • 💡In health-related scenarios, clearly outline the steps: recognition, immediate response, recording, and referral
    • 💡Demonstrate an understanding of multi-agency working where appropriate, especially in health needs responses
    • 💡When writing your portfolio, always link your evidence to specific unit learning outcomes and assessment criteria. Use the unit specifications as a checklist to ensure you have covered all requirements. This shows assessors that you understand the standards and can apply them in practice.
    • 💡In observations, demonstrate proactive behaviour rather than just following instructions. For example, if you notice a pupil struggling, intervene with a suitable strategy and explain your reasoning in your reflective account. This highlights your ability to think critically and adapt to situations.
    • 💡Use the STAR technique (Situation, Task, Action, Result) when describing your experiences in written evidence. This structure helps you present clear, concise, and impactful examples that directly address the assessment criteria.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing well-being with short-term happiness, neglecting broader mental, physical, and social dimensions
    • Overlooking the importance of developmental stages when discussing emotions and resilience
    • Failing to link resilience-building to specific, teachable coping skills
    • Not considering cultural, religious, or individual differences that affect self-esteem and identity
    • Providing generic health responses without recognising the need for individual care plans or parental involvement
    • Misconception: The diploma is only for those working with SEND pupils. Correction: While SEND support is a key component, the diploma covers all aspects of specialist support, including working with typically developing pupils, supporting whole-class learning, and contributing to school-wide policies.
    • Misconception: You need to be a qualified teacher to understand the content. Correction: The diploma is designed for support staff without teaching qualifications. It builds on practical experience and provides the necessary theoretical knowledge to enhance your role.
    • Misconception: Assessment is solely based on written exams. Correction: The qualification is primarily assessed through portfolio evidence, including observations, reflective accounts, and work products. There are no formal exams, making it accessible for those in full-time employment.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •A good standard of literacy and numeracy, typically equivalent to GCSE grade C/4 or above, as the diploma involves written assignments and numerical data handling.
    • •Experience working or volunteering in a school setting, ideally in a support role, to provide a foundation for understanding school policies and procedures.
    • •Completion of a Level 2 qualification in Supporting Teaching and Learning or equivalent, as the Level 3 diploma builds on this knowledge.

    Key Terminology

    Essential terms to know

    • Holistic well-being promotion
    • Resilience building strategies
    • Social and emotional identity development
    • Self-esteem enhancement
    • Cultivating a positive outlook
    • Health needs awareness and response

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