Provide displays in schools and colleges — Training Qualifications UK Ltd Occupational Qualification Learning Support Revision

    This element focuses on the practical skills and theoretical knowledge required to create and maintain effective displays in educational settings. Learners

    Topic Synopsis

    This element focuses on the practical skills and theoretical knowledge required to create and maintain effective displays in educational settings. Learners must understand institutional policies on displays, including health and safety, accessibility, and inclusivity, and apply these when designing, assembling, and refreshing displays that enhance the learning environment.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Provide displays in schools and colleges

    TRAINING QUALIFICATIONS UK LTD
    vocational

    This element focuses on the practical skills and theoretical knowledge required to create and maintain effective displays in educational settings. Learners must understand institutional policies on displays, including health and safety, accessibility, and inclusivity, and apply these when designing, assembling, and refreshing displays that enhance the learning 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
    3
    Assessment Criteria

    Assessment criteria

    TQUK Level 2 Certificate in Supporting Teaching and Learning (RQF)

    Topic Overview

    The TQUK Level 2 Certificate in Supporting Teaching and Learning (RQF) is a foundational qualification for teaching assistants, learning support assistants, and other support staff in primary, secondary, or special schools. It covers the essential knowledge and skills needed to work under the direction of a qualified teacher, supporting pupils' learning, development, and well-being. This qualification is regulated by Ofqual and is part of the Regulated Qualifications Framework (RQF), ensuring it meets national standards for teaching support roles.

    The certificate comprises mandatory units such as 'Understand schools and colleges as organisations', 'Understand children and young people’s development', 'Support children and young people’s health and safety', and 'Support positive behaviour'. These units provide a comprehensive understanding of the educational environment, child development theories, safeguarding practices, and behaviour management strategies. By completing this qualification, you demonstrate competence in supporting inclusive learning, promoting equality and diversity, and contributing to a positive school culture.

    This qualification is ideal for those starting a career in education support or for existing staff seeking formal recognition of their skills. It aligns with the National Occupational Standards for supporting teaching and learning and prepares you for further study, such as the Level 3 Diploma in Specialist Support for Teaching and Learning. Mastery of this certificate opens doors to roles like teaching assistant, learning support assistant, or behaviour mentor, and is a stepping stone to higher-level responsibilities in education.

    Key Concepts

    Core ideas you must understand for this topic

    • →Safeguarding and child protection: Understanding legal duties under the Children Act 2004 and Keeping Children Safe in Education (KCSIE) guidance, including recognising signs of abuse and following reporting procedures.
    • →Child development stages: Knowledge of physical, cognitive, social, and emotional development from birth to 19 years, including key theorists like Piaget, Vygotsky, and Bowlby, and how these inform support strategies.
    • →Positive behaviour support: Techniques for promoting self-regulation, using rewards and sanctions effectively, and de-escalation strategies in line with school behaviour policies.
    • →Inclusive practice: Adapting support to meet diverse needs, including those with special educational needs and disabilities (SEND), English as an additional language (EAL), and gifted pupils, in accordance with the Equality Act 2010.
    • →Working with teachers and other professionals: Understanding roles and responsibilities, effective communication, and contributing to planning, delivery, and assessment of learning activities.

    Learning Objectives

    What you need to know and understand

    • 1 Understand the settings policy and procedures for displays 2 Be able to design displays 3 Be able to maintain displays4 Be able to maintain displays

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating clear evidence of having read and applied the setting's display policy, including referencing any specific guidelines on content, positioning, and safety.
    • Award credit for a well-documented design process, showing consideration of audience, purpose, and curriculum links, with sketches or digital mock-ups.
    • Award credit for maintaining displays over time, such as regularly checking for damage, updating content, and involving learners in the maintenance process.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Always reference the exact policy document used—name it and quote relevant sections to show depth of understanding.
    • 💡Provide photographic evidence of your displays at different stages (planning, completion, and after maintenance) to demonstrate the full process.
    • 💡Include a reflective account of how your display supported learning, ideally with feedback from teachers or learners.
    • 💡Use specific examples from your placement or experience to illustrate your answers. For instance, when discussing supporting a child with SEND, describe a particular strategy you used and its outcome. This shows practical application of theory.
    • 💡Link your answers to relevant legislation and policies, such as the Equality Act 2010, Children Act 2004, or your school's behaviour policy. Examiners look for evidence that you understand the legal and regulatory framework.
    • 💡In questions about child development, refer to at least one theorist (e.g., Piaget's stages of cognitive development) and explain how their theory informs your practice. This demonstrates depth of knowledge.

    Common Mistakes

    Common errors to avoid in your coursework

    • Assuming that any display is acceptable without checking the setting's specific policies on content, height, or materials.
    • Neglecting to secure displays properly, leading to potential safety hazards like falling objects or tripping risks.
    • Failing to involve learners or colleagues, resulting in displays that do not reflect the diversity and interests of the school community.
    • Misconception: 'Teaching assistants only work with low-ability pupils.' Correction: TAs support all pupils, including high-achievers, and may lead small groups or whole-class activities under teacher direction. Their role is to facilitate learning for everyone.
    • Misconception: 'Safeguarding is only about reporting abuse.' Correction: Safeguarding also includes promoting welfare, preventing harm, and ensuring a safe environment. It involves online safety, health and safety, and emotional well-being.
    • Misconception: 'Behaviour management is about punishment.' Correction: Effective behaviour support focuses on positive reinforcement, understanding triggers, and teaching self-regulation. Sanctions are used as a last resort and must be fair and consistent.

    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 types of schools (maintained, academies, free schools).
    • •Familiarity with safeguarding principles, such as those covered in a Level 1 safeguarding course or basic training.
    • •Some experience working or volunteering with children or young people, though this is not mandatory.

    Key Terminology

    Essential terms to know

    • 1 Understand the settings policy and procedures for displays 2 Be able to design displays 3 Be able to maintain displays4 Be able to maintain displays

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