Child and young person development
This element focuses on the typical sequence and rate of physical, cognitive, emotional, and social development from birth to young adulthood, alongside the internal and external factors that shape individual growth, such as health, family, and environment. Candidates learn to recognize how life transitions—whether expected like starting school or unexpected like bereavement—can affect a child's development, and how support strategies can mitigate negative impacts.
Assessment criteria
Quick Revision Summary (Key Takeaway)
The TQUK Level 2 Certificate in Supporting Teaching and Learning (RQF) is a foundational qualification for teaching assistants, covering key responsibilities such as safeguarding, communication, and supporting classroom activities. This guide provides revision resources, exam insights, and study strategies to help learners succeed in their assessments.
Topic Overview
The TQUK Level 2 Certificate in Supporting Teaching and Learning (RQF) is designed for individuals working or volunteering in a school setting, typically as a teaching assistant or learning support assistant. The qualification covers essential knowledge and skills such as understanding child development, safeguarding, communication, and supporting learning activities. It is a regulated qualification that provides a solid foundation for career progression in education.
This qualification is important because it equips support staff with the practical and theoretical understanding needed to effectively assist teachers and enhance pupil outcomes. It covers key areas like promoting positive behaviour, supporting children with special educational needs, and working in partnership with colleagues and parents. The knowledge gained is directly applicable to daily classroom practice, making it highly valued by schools.
In the wider context, this certificate is often a stepping stone to further qualifications such as the Level 3 Diploma in Specialist Support for Teaching and Learning. It also aligns with the Teachers' Standards and the National Curriculum, ensuring that support staff are prepared to contribute meaningfully to the educational environment. Understanding this qualification helps learners see how their role fits into the broader school system.
Key Concepts
Core ideas you must understand for this topic
- →Safeguarding: Understanding policies and procedures to protect children from harm, including knowing how to respond to disclosures.
- →Communication: Effective verbal and non-verbal communication with pupils, teachers, and parents, including active listening and adapting language.
- →Supporting learning activities: Assisting with planning, delivering, and evaluating learning activities under the teacher's direction.
- →Positive behaviour management: Using strategies to encourage good behaviour, such as praise and clear expectations.
- →Equality and diversity: Promoting inclusive practice and respecting individual differences.
Learning Objectives
What you need to know and understand
- Know the main stages of child and young person development, Understand the kinds of influences that affect children and young people’s development, Understand the potential effects of transitions on children and young people’s development
- Know the main stages of child and young person development, Understand the kinds of influences that affect children and young people’s development, Understand the potential effects of transitions on children and young people’s development
- Know the main stages of child and young person development, Understand the kinds of influences that affect children and young people’s development, Understand the potential effects of transitions on children and young people’s development
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for accurately identifying the main stages of development (e.g., infancy, early childhood, adolescence) and describing key milestones within each domain, demonstrating clear sequencing.
- Expect evidence of understanding how influences such as family dynamics, socioeconomic status, or education can either promote or hinder development, with practical examples.
- Look for the ability to explain the potential short-term and long-term effects of transitions on development, referencing specific instances and appropriate support strategies.
- Describe main stages of development (physical, social, etc.).
- Identify influences on development (e.g., family, culture).
- Explain potential effects of transitions (e.g., starting school).
- Award credit for accurately mapping age ranges to the main stages (e.g., infancy, early childhood, adolescence) and identifying key developmental milestones within physical, cognitive, and social/emotional domains.
- Expect evidence that distinguishes between biological influences (e.g., genetics, health) and environmental influences (e.g., parenting, education, culture) with clear, relevant examples.
- Assessors should look for a demonstration of understanding that transitions can have both positive and negative effects, supported by specific examples such as moving to secondary school or parental separation.
- Credit should be given when the learner explains how a support worker can apply knowledge of development and transitions in practice, for example, by providing reassurance during changes or adapting learning materials.
Assessment Guidance
Guidance for achieving higher grades
- 💡When discussing stages, always link milestones to age ranges and developmental domains using precise terminology, and support with observational evidence where possible.
- 💡In assessments, provide concrete, real-world examples of influences and transitions drawn from placement or case studies to demonstrate applied, practical knowledge.
- 💡Structure answers to show clear connections between development theories and the proactive role of the support practitioner in observing, facilitating, and recording progress.
- 💡Use developmental theories (e.g., Piaget, Vygotsky).
- 💡Link to school setting examples.
- 💡Know the difference between sequence and rate.
- 💡Always structure your responses around the PIES framework (Physical, Intellectual, Emotional, Social) when outlining developmental stages to ensure comprehensive coverage.
- 💡Include one or two practical, work-based examples to ground your theoretical knowledge, such as a child you observed struggling with a transition and how you supported them.
- 💡For influences, use a simple chart or bullet points in your notes to separate factors clearly, and always link each influence to a potential developmental outcome.
- 💡When discussing transitions, remember to mention the role of the support worker in partnership with teachers and parents to prepare, support, and follow up on changes.
- 💡Always use the correct terminology, such as 'designated safeguarding lead' and 'differentiation'.
- 💡In questions about your role, explicitly state that you work 'under the direction of the teacher'.
- 💡Refer to school policies and procedures in your answers to show you understand the context.
Common Mistakes
Common errors to avoid in your coursework
- Confusing the concepts of 'sequence' (the order of development) and 'rate' (the pace of development), or assuming all children develop at an identical rate.
- Overlooking the holistic nature of development by treating physical, cognitive, emotional, and social aspects in isolation, rather than recognising their interdependence.
- Failing to recognise that transitions can have positive as well as negative effects, or neglecting to consider the individual child's resilience and mitigating circumstances.
- Confusing age ranges for milestones.
- Overlooking emotional development.
- Underestimating impact of transitions.
- Confusing developmental norms by attributing abilities to the wrong age group, such as expecting formal operational thinking in early childhood.
- Overlooking the impact of cultural diversity on development, assuming that all children follow the same timeline and experiences.
- Failing to differentiate between types of transitions (e.g., planned vs. unplanned) and their varying emotional impacts on children and young people.
- Describing only negative effects of transitions without acknowledging possible positive outcomes like increased resilience or new social opportunities.
- Misconception: Teaching assistants have the same responsibilities as teachers. Correction: TAs work under the direction of the teacher, who has overall responsibility for planning and assessment.
- Misconception: Confidentiality means never sharing information. Correction: Confidentiality is important, but safeguarding concerns must be shared with the designated person.
- Misconception: Supporting learning is just about helping with tasks. Correction: It also involves observing, feeding back, and adapting support to meet individual needs.
Revision Plan
How to revise this topic in 1–2 weeks
- 1Week 1: Focus on safeguarding and communication. Read the relevant sections of your course materials, make notes, and test yourself with flashcards.
- 2Week 2: Study supporting learning activities and behaviour management. Practice writing answers to typical questions and ask a peer or tutor for feedback.
- 3Week 3: Review all topics, focusing on areas you find difficult. Use past papers or sample questions to simulate exam conditions.
- 4Week 4: Consolidate your knowledge by teaching someone else or creating mind maps. Ensure you can define key terms and give examples.
Exam Question Types
How this topic typically appears in the exam
- 📋Short-answer questions: Define a term or list examples. Tip: Be precise and use bullet points if helpful.
- 📋Scenario-based questions: Describe how you would handle a situation. Tip: Use the 'what, why, how' structure.
- 📋Multiple-choice questions: Test knowledge of policies and procedures. Tip: Read each option carefully and eliminate clearly wrong answers.
- 📋Extended writing questions: Explain or evaluate a topic. Tip: Plan your answer, use paragraphs, and include examples.
Command Word Expectations (TRAINING QUALIFICATIONS UK LTD)
What examiners look for when using specific command words in this specification
Provide a detailed account of a topic, including key features or characteristics. For example, 'Describe the role of a teaching assistant in supporting learning activities.'
Give reasons or causes, showing how and why something happens. For example, 'Explain how effective communication supports positive behaviour.'
Weigh up the strengths and weaknesses of something, giving a balanced judgement. For example, 'Evaluate the effectiveness of different behaviour management strategies.'
How Students Lose Marks (Examiner Pitfalls)
Common mark loss traps and how to write 100% full-mark answers
Step-by-Step Worked Solutions
Detailed solution breakdown for typical exam problems
Question: A teaching assistant is supporting a Year 3 child who is struggling with reading. Describe two strategies the TA could use to support the child's progress.
- 1.Step 1: Identify the child's specific reading difficulty (e.g., phonics, comprehension).
- 2.Step 2: Choose a strategy that targets the difficulty, such as phonics games or guided reading with questioning.
- 3.Step 3: Explain how the strategy would be implemented and how progress would be monitored.
Question: Explain how a teaching assistant can promote positive behaviour in the classroom, giving two examples.
- 1.Step 1: Define positive behaviour management (e.g., setting clear expectations, praising good behaviour).
- 2.Step 2: Give a specific example, such as using a reward chart for good behaviour.
- 3.Step 3: Give a second example, like using verbal praise and positive reinforcement.
- 4.Step 4: Conclude by linking to the school's behaviour policy.
Active Recall Memory Test
Test your memory before revealing the key facts
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for TRAINING QUALIFICATIONS UK LTD Child and young person development
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic understanding of child development stages.
- •Familiarity with the school environment and the role of a teaching assistant.
- •Knowledge of safeguarding principles (often covered in initial training).
Coursework AI Review
Paste your assignment brief and check your draft against its P/M/D criteria
Key Terminology
Essential terms to know
- Know the main stages of child and young person development, Understand the kinds of influences that affect children and young people’s development, Understand the potential effects of transitions on children and young people’s development
- Know the main stages of child and young person development, Understand the kinds of influences that affect children and young people’s development, Understand the potential effects of transitions on children and young people’s development
- Know the main stages of child and young person development, Understand the kinds of influences that affect children and young people’s development, Understand the potential effects of transitions on children and young people’s development
Ready to learn?
AI-powered learning tailored to this unit