Provide literacy and numeracy support — Focus Awards Limited Occupational Qualification Learning Support Revision

    This element equips teaching support staff with the skills to assess individual pupils' literacy and numeracy needs and deliver targeted interventions that

    Topic Synopsis

    This element equips teaching support staff with the skills to assess individual pupils' literacy and numeracy needs and deliver targeted interventions that enable access to the broader curriculum. It covers diagnostic strategies, resource adaptation, and collaborative practice with teachers to remove learning barriers. The focus is on practical, inclusive support that fosters independence and progress across all subjects.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Provide literacy and numeracy support

    FOCUS AWARDS LIMITED
    vocational

    This element equips teaching support staff with the skills to assess individual pupils' literacy and numeracy needs and deliver targeted interventions that enable access to the broader curriculum. It covers diagnostic strategies, resource adaptation, and collaborative practice with teachers to remove learning barriers. The focus is on practical, inclusive support that fosters independence and progress across all subjects.

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    Learning Outcomes
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    Assessment Guidance
    3
    Key Skills
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    Key Terms
    4
    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 equips learners with the advanced knowledge and skills needed to provide specialist support across the curriculum, including working with children with special educational needs and disabilities (SEND), promoting positive behaviour, and supporting literacy, numeracy, and ICT development. It is a nationally recognised qualification that meets the professional standards for teaching assistants in England and is often a requirement for higher-level support roles.

    The qualification covers a wide range of units, from understanding child development and safeguarding to planning and delivering learning activities under the supervision of a qualified teacher. It emphasises the importance of partnership working with teachers, parents, and other professionals to create an inclusive learning environment. By completing this diploma, learners demonstrate their ability to take on more responsibility in the classroom, such as leading small group interventions, assessing pupil progress, and contributing to the development of individual education plans (IEPs). This qualification is essential for anyone aspiring to become a higher-level teaching assistant (HLTA) or to progress into teaching or specialist support roles.

    In the context of the wider subject of Learning Support, this diploma sits at the core of professional development for support staff. It builds on foundational knowledge from Level 2 qualifications and prepares learners for the challenges of modern classrooms, including supporting pupils with mental health needs, managing behaviour, and using technology to enhance learning. The qualification is also aligned with the Teachers' Standards and the SEND Code of Practice, ensuring that support staff are well-prepared to contribute to whole-school improvement and pupil outcomes.

    Key Concepts

    Core ideas you must understand for this topic

    • →Safeguarding and promoting the welfare of children: Understanding statutory guidance (e.g., Keeping Children Safe in Education) and how to recognise and respond to signs of abuse or neglect.
    • →Differentiation and inclusive practice: Adapting teaching and learning activities to meet the diverse needs of all pupils, including those with SEND, English as an additional language (EAL), or gifted and talented.
    • →Behaviour management strategies: Using positive reinforcement, de-escalation techniques, and consistent routines to promote a positive learning environment, in line with school behaviour policies.
    • →Assessment for learning: Supporting teachers in formative and summative assessment, including observing pupils, providing feedback, and using data to inform planning.
    • →Partnership working: Collaborating with teachers, parents/carers, and external professionals (e.g., speech and language therapists, educational psychologists) to support pupil progress.

    Learning Objectives

    What you need to know and understand

    • Analyse a range of assessment tools to identify specific literacy and numeracy needs in pupils
    • Design differentiated literacy activities that support reading, writing and comprehension across subjects
    • Develop numeracy support plans using concrete, pictorial and abstract methods
    • Evaluate the effectiveness of literacy and numeracy interventions through observation and data
    • Apply strategies for embedding literacy and numeracy skills into cross-curricular tasks

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating accurate use of formative assessments to pinpoint gaps in phonics, decoding, or comprehension
    • Look for evidence of tailored literacy resources that directly link to curriculum topics, such as adapted texts or vocabulary glossaries
    • Credit should be given when numeracy support is clearly linked to real-life contexts from other subjects, not taught in isolation
    • Marks are awarded for collaborative planning with class teachers, evidenced by lesson observations or meeting notes

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Always reference specific assessment frameworks or tools used to identify needs, not just generic observations
    • 💡In portfolio evidence, include annotated examples of adapted resources that show how they enable access to a particular subject
    • 💡Discuss the impact of your support with reference to pupil progress data or teacher feedback to demonstrate evaluation skills
    • 💡When answering questions about legislation and policies, always reference specific documents (e.g., 'Keeping Children Safe in Education 2023', 'SEND Code of Practice 2015') to show depth of knowledge and application to practice.
    • 💡Use real examples from your placement or work experience to illustrate your understanding. For instance, describe how you differentiated a task for a pupil with dyslexia or how you supported a child with anxiety during a transition.
    • 💡Pay close attention to the command words in assessment criteria, such as 'explain', 'evaluate', or 'analyse'. For 'evaluate', you must discuss strengths and weaknesses, not just describe.

    Common Mistakes

    Common errors to avoid in your coursework

    • Assuming all pupils with literacy difficulties have the same needs without individual diagnostics
    • Delivering numeracy support that is disconnected from the pupil's immediate curriculum demands
    • Focusing solely on basic skills drill without linking to meaningful cross-curricular understanding
    • Misconception: The diploma is only for working with pupils with SEND. Correction: While it includes specialist support for SEND, the qualification covers all aspects of supporting teaching and learning for all pupils, including those without identified needs.
    • Misconception: Teaching assistants are not allowed to lead activities or make decisions about pupil progress. Correction: Under the supervision of a qualified teacher, TAs can lead small group interventions, assess pupil work, and contribute to planning and evaluation, especially at Level 3.
    • Misconception: The qualification is the same as a teaching degree. Correction: This diploma is a vocational qualification focused on support roles, not initial teacher training. It does not qualify you to teach a class independently but provides a pathway to HLTA status or further study.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •A basic understanding of child development and learning theories (e.g., Piaget, Vygotsky) is helpful but not mandatory, as these are covered in the diploma.
    • •Experience working or volunteering in a school setting is recommended to contextualise the learning, but the qualification can be undertaken alongside a placement.
    • •Completion of a Level 2 Supporting Teaching and Learning qualification or equivalent is beneficial but not always required, as the Level 3 diploma can be taken directly with relevant experience.

    Key Terminology

    Essential terms to know

    • Needs identification and assessment
    • Literacy intervention strategies
    • Numeracy scaffolding techniques
    • Cross-curricular access and inclusion
    • Collaborative practice with teachers

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