Move and position individuals in accordance with their plan of care
This subtopic covers the essential knowledge and skills required to safely move and position individuals in a care setting, in compliance with their personalised care plan. Learners must demonstrate an understanding of relevant anatomy and physiology, key legislation such as the Health and Safety at Work Act and Manual Handling Operations Regulations, and the ability to assess and minimise risks while preserving dignity and independence. Practical application involves using correct techniques and equipment, effective communication, and knowing when to seek further advice.
Assessment criteria
Topic Overview
The TQUK Level 2 Certificate in Supporting Teaching and Learning in Schools (RQF) is a foundational qualification for individuals aspiring to work as teaching assistants, learning support assistants, or in similar roles within primary, secondary, or special schools. This qualification covers the essential knowledge and skills required to support teachers and pupils effectively, including understanding child development, promoting positive behaviour, and contributing to a safe learning environment. It is designed to align with the UK's professional standards for teaching assistants and provides a stepping stone to higher-level qualifications such as the Level 3 Award or Diploma.
This qualification is crucial because it equips learners with the practical and theoretical understanding needed to make a meaningful impact on pupils' educational outcomes. It covers key areas such as safeguarding, equality and diversity, communication, and supporting literacy and numeracy. By completing this certificate, students demonstrate their commitment to professional development and their ability to work collaboratively with teachers, parents, and other professionals. The RQF (Regulated Qualifications Framework) ensures that the qualification is nationally recognised and meets rigorous quality standards.
Within the wider subject of Learning Support, this certificate forms the core knowledge base for anyone entering the field. It prepares learners for real-world classroom scenarios, from assisting with lesson planning to managing behaviour and providing one-to-one support. The qualification also emphasises the importance of reflective practice and continuous improvement, which are vital for career progression. Whether you are new to the role or seeking formal recognition of your existing skills, this certificate provides a solid foundation for a rewarding career in education.
Key Concepts
Core ideas you must understand for this topic
- →Safeguarding and promoting the welfare of children: Understanding how to identify signs of abuse, follow safeguarding procedures, and create a safe environment in line with the Children Act 2004 and Keeping Children Safe in Education (KCSIE) guidance.
- →Supporting positive behaviour: Applying strategies to encourage good behaviour, such as setting clear expectations, using praise and rewards, and implementing behaviour management plans in accordance with school policies.
- →Equality, diversity, and inclusion: Recognising the importance of treating all pupils fairly, adapting support to meet individual needs (e.g., for pupils with SEND or EAL), and promoting an inclusive classroom culture under the Equality Act 2010.
- →Communication and professional relationships: Developing effective verbal and non-verbal communication skills with pupils, teachers, parents, and external agencies, while maintaining confidentiality and professional boundaries.
- →Supporting learning activities: Assisting with planning, delivering, and evaluating lessons, including preparing resources, scaffolding learning, and providing feedback to teachers on pupil progress.
Learning Objectives
What you need to know and understand
- Understand anatomy and physiology in relation to moving and positioning individuals, Understand legislation and agreed ways of working when moving and positioning individuals, Be able to minimise risk before moving and positioning individuals, Be able to prepare individuals before moving and positioning, Be able to move and position an individual, Know when to seek advice from and/or involve others when moving and positioning an individual
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for correctly identifying and explaining the relevance of key legislation, including Manual Handling Operations Regulations 1992, and outlining employer and employee duties.
- Assess evidence of a thorough risk assessment before moving, covering environmental hazards, the individual's condition, and selection of appropriate equipment.
- Look for demonstration of effective communication, such as explaining the move, gaining consent, and using clear instructions to the individual and team.
- Credit should be given for strict adherence to the individual's care plan, with evidence of recording any variations and obtaining necessary approvals.
Assessment Guidance
Guidance for achieving higher grades
- 💡In written work, explicitly name legislation and employer policies, and explain how they inform practice, to demonstrate comprehensive knowledge.
- 💡During practical assessments, verbalise your thought process—describe hazard identification, consent procedures, and rationale for technique choice.
- 💡Provide reflective accounts or witness testimonies that illustrate how you adapted methods to meet unique individual needs, evidencing person-centred care.
- 💡Maintain dated records of equipment checks and risk assessments as portfolio evidence to support your competence in minimising risk.
- 💡When answering questions about safeguarding, always refer to specific legislation or guidance (e.g., 'Keeping Children Safe in Education') and explain how it applies to your role. This shows depth of understanding and earns higher marks.
- 💡Use real-world examples from your placement or experience to illustrate points about supporting learning or behaviour. Examiners look for evidence of practical application, not just theoretical knowledge.
- 💡Pay close attention to command words in questions, such as 'describe', 'explain', or 'evaluate'. For 'evaluate', you must give both strengths and weaknesses of an approach, and conclude with a justified judgement.
Common Mistakes
Common errors to avoid in your coursework
- Assuming standard moving techniques apply to all individuals without checking their specific care plan or changing needs.
- Using incorrect body mechanics, such as twisting the spine or bending at the waist, increasing the risk of musculoskeletal injury.
- Failing to inspect equipment like hoists or slings before use, potentially leading to equipment failure and harm.
- Proceeding with a move without adequate assistance or guidance when the task exceeds personal competence or requires specialist input.
- Misconception: Teaching assistants only work with pupils who have special educational needs. Correction: While TAs often support pupils with SEND, they work with all pupils, including those who are gifted and talented, and may lead small groups or whole-class activities under teacher direction.
- 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 policies. TAs are often the first to notice changes in a child's behaviour or appearance.
- Misconception: Behaviour management is about punishment. Correction: Effective behaviour management focuses on positive reinforcement, de-escalation techniques, and understanding the root causes of behaviour, such as unmet needs or trauma. Punishment alone is rarely effective.
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 Move and position individuals in accordance with their plan of care
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
- •A basic understanding of the UK education system, including key stages and the roles of different school staff.
- •Completion of a Disclosure and Barring Service (DBS) check, as this qualification involves working with children.
- •Good literacy and numeracy skills, typically equivalent to GCSE grade C/4 or above, to support pupils effectively.
Coursework AI Review
Paste your assignment brief and check your draft against its P/M/D criteria
Key Terminology
Essential terms to know
- Understand anatomy and physiology in relation to moving and positioning individuals, Understand legislation and agreed ways of working when moving and positioning individuals, Be able to minimise risk before moving and positioning individuals, Be able to prepare individuals before moving and positioning, Be able to move and position an individual, Know when to seek advice from and/or involve others when moving and positioning an individual
Ready to learn?
AI-powered learning tailored to this unit