Support the Use of Information and Communication Technology for Teaching and Learning — Future (Awards and Qualifications) Ltd QCF Learning Support Revision

    This subtopic focuses on the essential role of the teaching assistant in effectively integrating information and communication technology (ICT) to enhance

    Topic Synopsis

    This subtopic focuses on the essential role of the teaching assistant in effectively integrating information and communication technology (ICT) to enhance teaching and learning. It covers understanding and adhering to school policies and procedures, preparing hardware, software, and digital resources, and providing proactive support to teachers and pupils during ICT-based activities.

    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

    FUTURE (AWARDS AND QUALIFICATIONS) LTD
    vocational

    This subtopic focuses on the essential role of the teaching assistant in effectively integrating information and communication technology (ICT) to enhance teaching and learning. It covers understanding and adhering to school policies and procedures, preparing hardware, software, and digital resources, and providing proactive support to teachers and pupils during ICT-based activities.

    1
    Learning Outcomes
    4
    Assessment Guidance
    4
    Key Skills
    1
    Key Terms
    4
    Assessment Criteria

    Assessment criteria

    FAQ Level 2 Certificate in Supporting Teaching and Learning in Schools

    Topic Overview

    The FAQ Level 2 Certificate in Supporting Teaching and Learning in Schools is a nationally recognised qualification designed for individuals working or volunteering in a school setting under the direction of a qualified teacher. This certificate equips you with the essential knowledge and skills to support pupils' learning, development, and well-being across primary, secondary, or special schools. It covers key areas such as child development, safeguarding, communication, and professional boundaries, ensuring you can contribute effectively to the classroom environment.

    This qualification is crucial because it provides a solid foundation for anyone aspiring to become a teaching assistant, learning support assistant, or similar role. It aligns with the UK's professional standards for support staff and is often a prerequisite for further study, such as the Level 3 Diploma in Specialist Support for Teaching and Learning. By mastering this certificate, you demonstrate your commitment to high-quality support, which directly impacts pupil progress and inclusion.

    Within the wider subject of education and training, this certificate sits at the entry point for support roles. It bridges the gap between general volunteering and more specialised support, covering statutory frameworks like the Early Years Foundation Stage (EYFS) and the National Curriculum. Understanding this qualification helps you see how your role fits into the whole-school approach to learning, safeguarding, and promoting positive behaviour.

    Key Concepts

    Core ideas you must understand for this topic

    • →Safeguarding and promoting the welfare of children: Understanding your legal duty under the Children Act 2004 and Keeping Children Safe in Education (KCSIE) to recognise signs of abuse, follow reporting procedures, and maintain a safe environment.
    • →Child and young person development: Knowing the typical stages of physical, cognitive, social, and emotional development from birth to 19 years, and how to adapt support to meet individual needs.
    • →Communication and professional relationships: Using active listening, clear verbal and non-verbal communication, and maintaining confidentiality while building trust with pupils, colleagues, and parents.
    • →Supporting learning activities: Assisting the teacher by preparing resources, implementing lesson plans, and providing one-to-one or small group support that reinforces learning objectives.
    • →Equality, diversity, and inclusion: Applying the Equality Act 2010 to ensure all pupils have equal access to learning, and adapting support for those with special educational needs and disabilities (SEND).

    Learning Objectives

    What you need to know and understand

    • 1. Know the policy and procedures for the use of ICT for teaching and learning;2. Be able to prepare ICT resources for use in teaching and learning;3. Be able to support the use of ICT for teaching and learning.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating a clear understanding of the school's acceptable use policy (AUP) and its implications for safe and responsible ICT use.
    • Award credit for evidencing the ability to check ICT equipment (e.g., computers, tablets, interactive whiteboards) for functionality and safety before a lesson.
    • Award credit for describing strategies to support pupils with varying abilities during ICT tasks, including promoting independent learning and troubleshooting minor issues.
    • Award credit for explaining how to use ICT to support different curriculum areas and to enhance pupil engagement and achievement.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡In assignment evidence, always reference specific school policies (e.g., e-safety, data protection) and show how you applied them in practice.
    • 💡Provide concrete examples of how you prepared resources, such as setting up hardware, testing software or creating accessible materials.
    • 💡When describing support, highlight how you adapted your approach for individual pupils and encouraged collaborative learning where appropriate.
    • 💡Use witness statements or observation records to validate your hands-on involvement in supporting ICT-based learning.
    • 💡Use specific examples from your school placement to illustrate your answers. For instance, when discussing supporting learning, describe a time you helped a child with phonics or maths, linking it to the teacher's objectives.
    • 💡Know the key legislation and frameworks by name (e.g., Children Act 2004, EYFS, KCSIE) and explain how they apply to your daily practice. This shows you understand the professional context.
    • 💡In written assessments, structure your answers using the 'STAR' method (Situation, Task, Action, Result) to provide clear, concise evidence of your competence.

    Common Mistakes

    Common errors to avoid in your coursework

    • Failing to check ICT resources in advance, leading to technical issues that disrupt the lesson.
    • Overlooking e-safety protocols, such as not monitoring pupils’ internet use or not ensuring personal data protection.
    • Doing the task for the pupil rather than scaffolding their use of ICT to build digital literacy skills.
    • Assuming all pupils have the same level of ICT competence, resulting in insufficient differentiation of support.
    • Misconception: 'Support staff can plan lessons independently.' Correction: You work under the direction of a qualified teacher who retains responsibility for planning, assessment, and differentiation. Your role is to implement and support, not to design the curriculum.
    • Misconception: 'Safeguarding is only about physical abuse.' Correction: Safeguarding covers all forms of abuse (physical, emotional, sexual, neglect) and also includes online safety, radicalisation (Prevent duty), and mental health concerns.
    • Misconception: 'Confidentiality means never sharing information.' Correction: You must share information with the designated safeguarding lead if a child is at risk. Confidentiality has limits when it comes to protecting children.

    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 the UK education system, including key stages and the roles of teachers and support staff.
    • •Experience working or volunteering with children in a school or similar setting, even if informal, to provide real-world context for the theories covered.
    • •Completion of a safeguarding awareness training (e.g., online module) is helpful but not mandatory.

    Key Terminology

    Essential terms to know

    • 1. Know the policy and procedures for the use of ICT for teaching and learning;2. Be able to prepare ICT resources for use in teaching and learning;3. Be able to support the use of ICT for teaching and learning.

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