Develop interviewing skills for work with children and young people — Innovate Awarding Occupational Qualification Learning Support Revision

    This element equips learners with the essential skills to ethically and effectively interview children and young people, a critical practice in educational

    Topic Synopsis

    This element equips learners with the essential skills to ethically and effectively interview children and young people, a critical practice in educational support. It covers thorough preparation, adaptable communication techniques, and rigorous follow-up to ensure the child’s voice is captured accurately and sensitively for assessment, planning, and safeguarding purposes.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Develop interviewing skills for work with children and young people

    INNOVATE AWARDING
    vocational

    This element equips learners with the essential skills to ethically and effectively interview children and young people, a critical practice in educational support. It covers thorough preparation, adaptable communication techniques, and rigorous follow-up to ensure the child’s voice is captured accurately and sensitively for assessment, planning, and safeguarding purposes.

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    Learning Outcomes
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    Assessment Guidance
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    Key Skills
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    Key Terms
    3
    Assessment Criteria

    Assessment criteria

    IAO Level 3 Diploma In Specialist Support for Teaching and Learning in Schools

    Topic Overview

    The IAO Level 3 Diploma in Specialist Support for Teaching and Learning in Schools is a comprehensive qualification designed for teaching assistants, learning support assistants, and other support staff who work closely with teachers to enhance the learning experience of pupils. This diploma covers a wide range of topics including child development, safeguarding, communication, and supporting individuals with additional needs. It is essential for those seeking to advance their career in education, as it provides the knowledge and skills required to work effectively in a school environment, contributing to the overall success of pupils and the school community.

    This qualification is structured around core and optional units, allowing learners to tailor their studies to their specific role or interests. Core units typically include understanding child and young person development, supporting teaching and learning, and promoting positive behaviour. Optional units may cover areas such as supporting children with speech, language, and communication needs, or working with children who have special educational needs or disabilities (SEND). By completing this diploma, learners demonstrate their competence in providing high-quality support that meets the diverse needs of pupils, thereby playing a vital role in the educational system.

    The IAO Level 3 Diploma is recognised by schools and educational institutions across the UK, making it a valuable asset for career progression. It aligns with the national standards for teaching assistants and is often a requirement for higher-level roles. The qualification emphasises practical application, ensuring that learners can apply theoretical knowledge to real-world scenarios. This blend of theory and practice prepares learners to handle the complexities of the classroom, from assisting with lesson planning to providing one-on-one support for pupils with additional needs. Ultimately, this diploma empowers support staff to make a significant impact on pupil outcomes and school performance.

    Key Concepts

    Core ideas you must understand for this topic

    • →Child and young person development: Understanding the physical, cognitive, social, and emotional stages of development from birth to 19 years, and how these stages influence learning and behaviour.
    • →Safeguarding and promoting the welfare of children: Knowledge of legislation, policies, and procedures to protect children from harm, including recognising signs of abuse and knowing how to report concerns.
    • →Supporting teaching and learning: Techniques for assisting teachers in planning, delivering, and evaluating lessons, including differentiation, scaffolding, and using resources effectively.
    • →Positive behaviour management: Strategies to promote positive behaviour, de-escalate conflicts, and implement behaviour support plans in line with school policies.
    • →Communication and professional relationships: Skills for effective communication with pupils, teachers, parents, and external professionals, including active listening, confidentiality, and teamwork.

    Learning Objectives

    What you need to know and understand

    • Understand the process of preparing for and planning the interviews, Be able to conduct the interview with individual children or young people, Be able to implement interview follow up procedures

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating a clear, child-centred interview plan that includes rationale for question choice, consideration of the setting, and necessary permissions.
    • Award credit for conducting an interview that uses age-appropriate language, active listening, and non-leading questions, adapting to the child’s responses and emotional state.
    • Award credit for producing accurate, contemporaneous records post-interview and outlining appropriate actions or referrals in line with organisational policies.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Explicitly reference relevant frameworks (e.g., Every Child Matters, Working Together to Safeguard Children) and your setting’s policies in written reflections or witness testimonies.
    • 💡If recording an interview for assessment, ensure you have explicit consent and demonstrate how you would normally follow data protection procedures in your evidence write-up.
    • 💡In your assignment, critically evaluate your own performance by identifying specific moments where you adapted your questioning and explaining the impact on the child’s engagement.
    • 💡When answering questions about child development, always link theory to practice. For example, if discussing Piaget's stages, give a concrete example of how you would support a child in the concrete operational stage during a maths lesson.
    • 💡For safeguarding questions, ensure you reference current legislation such as the Children Act 2004 and Working Together to Safeguard Children 2018. Demonstrating knowledge of legal frameworks shows depth of understanding.
    • 💡In questions about supporting teaching and learning, use specific strategies like 'scaffolding' or 'differentiation' and explain how you would implement them in a real classroom setting. Avoid generic answers.

    Common Mistakes

    Common errors to avoid in your coursework

    • Assuming a one-size-fits-all approach without tailoring the interview to the child’s developmental stage, communication needs, or cultural background.
    • Neglecting to prepare the physical environment and emotional climate, leading to a rushed or intimidating interview setting.
    • Failing to consider safeguarding protocols, such as ensuring appropriate staff presence or obtaining parental consent where required.
    • Overlooking the importance of non-verbal cues and silence, instead dominating the conversation or rushing to fill pauses.
    • Misconception: The diploma is only about administrative tasks. Correction: While administrative duties are part of the role, the diploma focuses heavily on pedagogical support, child development, and direct interaction with pupils to enhance learning outcomes.
    • Misconception: Safeguarding is solely the responsibility of designated leads. Correction: All school staff, including teaching assistants, have a duty to safeguard children. The diploma teaches how to identify concerns and follow proper reporting procedures.
    • Misconception: Behaviour management is about punishment. Correction: Effective behaviour management involves proactive strategies like positive reinforcement, setting clear expectations, and understanding underlying causes of behaviour, not just punitive measures.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic understanding of the UK education system, including key stages and the roles of different school staff.
    • •Familiarity with child development theories, such as those by Piaget, Vygotsky, and Bowlby, is beneficial but not essential as they are covered in the diploma.
    • •Experience working or volunteering in a school setting can help contextualise the learning, but the diploma is designed for those new to the role as well.

    Key Terminology

    Essential terms to know

    • Understand the process of preparing for and planning the interviews, Be able to conduct the interview with individual children or young people, Be able to implement interview follow up procedures

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