Set objectives and provide support for team members — Innovate Awarding Occupational Qualification Learning Support Revision
This element focuses on the leadership skills required to establish clear team objectives within a school support setting and to provide ongoing guidance a
Topic Synopsis
This element focuses on the leadership skills required to establish clear team objectives within a school support setting and to provide ongoing guidance and encouragement to team members. It involves effectively communicating the team's purpose aligned with school goals, collaboratively developing actionable plans, and continuously monitoring progress to ensure targets are met. The process culminates in acknowledging contributions and achievements to foster a positive and motivated team culture.
Key Concepts & Core Principles
- Child and young person development: Understanding the physical, cognitive, social, and emotional stages from birth to 19 years, and how these affect learning and behaviour.
- 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, colleagues, parents, and external agencies, while maintaining confidentiality and professionalism.
- Supporting learning activities: Assisting in planning, delivering, and evaluating lessons, including differentiation for diverse needs, and using resources effectively to promote engagement.
- Behaviour management: Applying strategies to encourage positive behaviour, understanding the causes of challenging behaviour, and implementing school policies consistently.
Exam Tips & Revision Strategies
- For your portfolio, include annotated meeting notes and planning documents that show how you communicated objectives and collaborated on the plan with real team members.
- Use a reflective diary to capture your thought process when identifying team members' needs and how you tailored your support, as this demonstrates deeper understanding to the assessor.
- When evaluating progress, provide concrete evidence such as observation sheets, progress trackers, or feedback forms, and explain how you used these to inform recognition of achievement.
Common Misconceptions & Mistakes to Avoid
- Failing to involve team members in the planning stage, leading to a lack of ownership and commitment to objectives.
- Setting objectives that are not SMART (Specific, Measurable, Achievable, Relevant, Time-bound) or not aligned with wider school priorities.
- Overlooking the need for regular monitoring and feedback, resulting in objectives being forgotten or progress not tracked effectively.
- Confusing support with micro-management; not allowing team members autonomy to develop their own approaches while providing guidance.
- Forgetting to document the evaluation process, leaving no audit trail for assessors to verify the monitoring cycle.
Examiner Marking Points
- Award credit for demonstrating clear communication of team purpose and objectives to all members, using appropriate methods (e.g., team meetings, written briefs).
- Credit should be given for evidence of collaborative plan development, where team members' input is documented and reflected in the agreed actions and timelines.
- Assessors should look for specific examples of how the candidate identified individual team members' strengths and development opportunities and provided tailored support (e.g., coaching, mentoring, signposting to training).
- Marks should be allocated for systematic monitoring and evaluation of progress against objectives, including records of regular reviews and adjustments to plans.
- Expect evidence of how individual and team achievements were recognised, such as through praise, awards, or formal acknowledgement, linking back to improved morale and performance.