Support numeracy development — Focus Awards Limited Occupational Qualification Learning Support Revision

    This element equips learning support practitioners with the skills to foster numeracy development within national curriculum and organisational frameworks.

    Topic Synopsis

    This element equips learning support practitioners with the skills to foster numeracy development within national curriculum and organisational frameworks. It focuses on using targeted strategies to build learners' confidence and competence in number, measurement, geometry, and statistics, while also promoting the application of mathematics in real-world contexts across the curriculum.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Support numeracy development

    FOCUS AWARDS LIMITED
    vocational

    This element equips learning support practitioners with the skills to foster numeracy development within national curriculum and organisational frameworks. It focuses on using targeted strategies to build learners' confidence and competence in number, measurement, geometry, and statistics, while also promoting the application of mathematics in real-world contexts across the curriculum.

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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 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 the development of literacy, numeracy, and ICT skills. It is a nationally recognised qualification that meets the professional standards for teaching assistants at Level 3, enabling graduates to take on more responsible roles such as higher-level teaching assistant (HLTA) or specialist support roles.

    This qualification is structured around mandatory and optional units that cover a wide range of topics, including child development, safeguarding, communication, assessment, and inclusive practice. Learners explore how to support teachers in planning and delivering lessons, adapt resources to meet individual needs, and contribute to the overall learning environment. The diploma also emphasises the importance of working collaboratively with teachers, parents, and other professionals to ensure every child can access the curriculum and achieve their potential. By completing this qualification, students gain a deep understanding of the education system in England, including current legislation and frameworks such as the SEND Code of Practice and the Early Years Foundation Stage (EYFS).

    Mastering this diploma is crucial for anyone seeking to progress in a career in education support. It not only enhances employability but also provides the theoretical foundation and practical strategies needed to make a real difference in children's learning and wellbeing. The knowledge gained is directly applicable to daily classroom practice, helping support staff to work more effectively with teachers and pupils. This qualification is also a stepping stone to further study, such as a Foundation Degree in Education or a teaching qualification, making it a valuable investment in professional development.

    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, including online safety.
    • →Inclusive practice and differentiation: Adapting teaching methods, resources, and assessments to meet the diverse needs of all learners, including those with SEND, English as an Additional Language (EAL), or gifted and talented pupils.
    • →Behaviour management strategies: Applying positive behaviour support techniques, understanding the causes of challenging behaviour, and implementing school behaviour policies consistently.
    • →Assessment for learning: Using formative and summative assessment methods to monitor progress, provide feedback, and inform future planning, including the use of observation and questioning.
    • →Working in partnership with others: Collaborating with teachers, parents, external agencies (e.g., speech and language therapists), and other support staff to create a holistic support network for pupils.

    Learning Objectives

    What you need to know and understand

    • Understand current national and organisational frameworks for mathematics, Be able to support learners in developing numeracy skills, Be able to support learners in using and applying mathematics

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating accurate knowledge of the national curriculum for mathematics and how it informs the school's numeracy policy.
    • Award credit for providing clear evidence of using differentiated resources and concrete manipulatives to support understanding of mathematical concepts.
    • Award credit for showing how learners are encouraged to apply problem-solving skills in practical, cross-curricular activities.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Reference specific framework documents (e.g., the National Numeracy Strategy) and school policies to show underpinning knowledge in written assignments.
    • 💡In practical observations, demonstrate how you adapt support in response to learner errors, using assessment for learning to guide your interventions.
    • 💡When answering questions about legislation, always refer to specific documents (e.g., 'Keeping Children Safe in Education 2023' or 'SEND Code of Practice 2015') and explain how they apply to your role. This shows depth of knowledge and application.
    • 💡For unit on supporting literacy or numeracy, use concrete examples of strategies you have used or observed, such as phonics games for early reading or manipulatives for maths. Examiners look for practical understanding, not just theory.
    • 💡In questions about behaviour management, avoid generic statements. Instead, describe a specific scenario and explain how you would apply a positive behaviour support approach, including de-escalation techniques and follow-up actions.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing the role of directing learning (teaching) with supporting learning, often by over-explaining concepts instead of scaffolding through questioning.
    • Neglecting to align support activities with the learner's specific targets from their education plan or national curriculum level.
    • Using abstract worksheets prematurely before establishing foundational understanding through concrete and pictorial representations.
    • Misconception: The diploma is only for those working with SEND pupils. Correction: While it includes specialist support for SEND, the qualification covers all aspects of supporting teaching and learning, including behaviour management, literacy, numeracy, and ICT, applicable to all pupils.
    • Misconception: Teaching assistants only follow instructions and do not need to understand curriculum content. Correction: The diploma requires a deep understanding of the curriculum and child development to effectively support learning, adapt resources, and contribute to planning and assessment.
    • Misconception: Safeguarding is solely the responsibility of the designated safeguarding lead. Correction: All staff, including teaching assistants, have a duty to safeguard children. The diploma teaches how to recognise concerns and follow reporting procedures.

    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 English and maths (e.g., GCSE grade C/4 or equivalent) is recommended, as the diploma involves supporting these subjects.
    • •Experience working or volunteering in a school setting is beneficial, as it provides context for the units on child development and classroom practice.
    • •Completion of a Level 2 qualification in Supporting Teaching and Learning (or equivalent) can be helpful but is not mandatory, as the Level 3 diploma covers foundational knowledge.

    Key Terminology

    Essential terms to know

    • Understand current national and organisational frameworks for mathematics, Be able to support learners in developing numeracy skills, Be able to support learners in using and applying mathematics

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