Maintain and support relationships with children and young people — Industry Qualifications Vocationally-Related Qualification Learning Support Revision

    This element focuses on the essential skills needed to communicate effectively with children and young people, and to foster positive, professional relatio

    Topic Synopsis

    This element focuses on the essential skills needed to communicate effectively with children and young people, and to foster positive, professional relationships that support their learning and wellbeing. It also covers strategies to encourage and support interactions between children and their peers and with other adults in the educational setting, promoting a collaborative and inclusive environment.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Maintain and support relationships with children and young people

    INDUSTRY QUALIFICATIONS
    vocational

    This element focuses on the essential skills needed to communicate effectively with children and young people, and to foster positive, professional relationships that support their learning and wellbeing. It also covers strategies to encourage and support interactions between children and their peers and with other adults in the educational setting, promoting a collaborative and inclusive environment.

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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

    IQ Level 2 Certificate in Supporting Teaching and Learning in Schools

    Topic Overview

    The IQ Level 2 Certificate in Supporting Teaching and Learning in Schools is a vocationally-related qualification designed for individuals working or volunteering in a school setting under the direction of a qualified teacher. This qualification provides foundational knowledge and skills for supporting pupils' learning, development, and well-being across primary, secondary, or special schools. It covers key areas such as child development, safeguarding, communication, and promoting positive behaviour, preparing learners for roles like teaching assistant or learning support assistant.

    This qualification is essential for anyone seeking to work effectively in a classroom environment, as it equips learners with the practical understanding needed to assist with planning, delivering, and evaluating learning activities. It also emphasises the importance of professional relationships, equality, diversity, and inclusion, ensuring that support staff can contribute to a safe and inclusive learning environment. By completing this certificate, students gain a recognised credential that demonstrates their competence and commitment to supporting teaching and learning.

    Within the wider subject of education and training, this Level 2 certificate serves as a stepping stone to further qualifications, such as the Level 3 Diploma in Supporting Teaching and Learning, or progression into higher education or specialist roles. It aligns with the UK's professional standards for teaching assistants and is a common requirement for employment in schools. Mastery of this qualification enables learners to make a meaningful impact on pupils' educational outcomes and personal development.

    Key Concepts

    Core ideas you must understand for this topic

    • →Child and young person development: Understanding the physical, intellectual, language, emotional, and social development stages from birth to 19 years, and how to support learning at each stage.
    • →Safeguarding and promoting the welfare of children: Knowing the legal and procedural frameworks (e.g., Keeping Children Safe in Education) to protect pupils from harm, abuse, and neglect.
    • →Communication and professional relationships: Developing effective verbal and non-verbal communication skills with pupils, teachers, parents, and other professionals, while maintaining confidentiality and boundaries.
    • →Supporting learning activities: Assisting in planning, delivering, and evaluating lessons, including differentiation, use of resources, and adapting support to meet individual needs.
    • →Promoting positive behaviour: Implementing school behaviour policies, using strategies to encourage positive conduct, and managing challenging behaviour in a constructive manner.

    Learning Objectives

    What you need to know and understand

    • Be able to communicate with children and young people, Be able to develop and maintain relationships with children and young people, Be able to support relationships between children and young people and others in the setting

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating a range of age-appropriate verbal and non-verbal communication techniques, such as using clear, simple language, maintaining eye contact, and using positive body language.
    • Award credit for evidencing the use of active listening skills, including reflecting back what the child has said and showing empathy, to build trust and rapport.
    • Award credit for describing how they have adapted their communication to meet individual needs, such as using visual aids for a child with language difficulties or adjusting tone for a distressed child.
    • Award credit for providing examples of how they have modelled positive social interactions, such as turn-taking and sharing, to support relationships between children.
    • Award credit for explaining how they have facilitated group activities that promote cooperation and peer support, and how they managed any conflicts effectively.
    • Award credit for identifying professional boundaries in relationships with children and young people, such as maintaining confidentiality and not sharing personal information inappropriately.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡When writing your assignment, draw upon specific, anonymised examples from your placement to demonstrate practical application of theory, such as how you used a visual timetable to communicate with a child with autism.
    • 💡Reference key theories that underpin relationship-building, like Maslow's hierarchy of needs (emotional safety must precede learning) or Tuckman's stages of group development to show deeper understanding.
    • 💡In observed practice or role-play assessments, deliberately pause and check the child's understanding by asking them to repeat back instructions, demonstrating your commitment to effective communication.
    • 💡For the objective on supporting relationships between children and others, highlight how you collaborated with colleagues or families to ensure consistency in approach and to share successful strategies.
    • 💡Use specific examples from your school placement or experience to illustrate your answers. For instance, when discussing supporting learning activities, describe a real activity you helped with and how you adapted it for a pupil with dyslexia.
    • 💡Always link your answers to relevant legislation or policies, such as the Equality Act 2010 or the school's behaviour policy. This shows you understand the professional context and can apply theory to practice.
    • 💡When answering questions about communication, mention the importance of active listening, open-ended questions, and non-verbal cues. Demonstrate how you adjust your communication style for different audiences, like pupils vs. parents.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing a friendly rapport with being a friend, leading to blurred professional boundaries and potential safeguarding issues.
    • Using overly complex vocabulary or a tone of voice that is too authoritarian, which can intimidate or confuse children, hindering communication.
    • Assuming that children automatically know how to interact positively with peers, without providing explicit guidance or modelling of social skills.
    • Ignoring non-verbal cues from children, such as avoidance or distress signals, missing opportunities to provide emotional support.
    • Failing to adapt communication styles for different developmental stages or individual needs, treating all children the same.
    • Misconception: Teaching assistants only work with pupils who have special educational needs. Correction: While TAs often support SEND pupils, they work with all pupils, including those who are gifted and talented or need general support in class.
    • Misconception: Safeguarding is solely the responsibility of the designated safeguarding lead. Correction: Every member of staff, including teaching assistants, has a duty to report concerns and follow safeguarding procedures; it is a shared responsibility.
    • Misconception: Supporting learning means just following the teacher's instructions without using initiative. Correction: Effective support involves observing pupils, adapting resources, and providing feedback to the teacher to enhance learning outcomes.

    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 different school staff.
    • •Some experience working or volunteering with children or young people in a school or similar setting, which helps contextualise the learning.
    • •Literacy and numeracy skills at Level 1 or equivalent, as the course involves written assignments and basic calculations (e.g., for data handling).

    Key Terminology

    Essential terms to know

    • Be able to communicate with children and young people, Be able to develop and maintain relationships with children and young people, Be able to support relationships between children and young people and others in the setting

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