Support learning activities — Training Qualifications UK Ltd Occupational Qualification Learning Support Revision

    This topic covers contributing to planning, preparing, supporting, and evaluating learning activities in a school setting. It includes observing and report

    Topic Synopsis

    This topic covers contributing to planning, preparing, supporting, and evaluating learning activities in a school setting. It includes observing and reporting on learner progress and evaluating own practice.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Support learning activities

    TRAINING QUALIFICATIONS UK LTD
    vocational

    This subtopic focuses on the key responsibilities of a teaching assistant in partnership with the class teacher to plan, prepare, and deliver effective learning activities. It emphasises the importance of adapting support to meet individual learner needs, accurately observing and recording progress, and contributing to the evaluation cycle to improve future learning. Candidates must also critically reflect on their own practice, particularly in promoting literacy, numeracy and ICT skills, to enhance their professional development.

    9
    Learning Outcomes
    12
    Assessment Guidance
    14
    Key Skills
    8
    Key Terms
    17
    Assessment Criteria

    Assessment criteria

    TQUK Level 2 Certificate in Supporting Teaching and Learning in Schools (RQF)
    TQUK Level 3 Diploma in Specialist Support for Teaching and Learning in Schools (RQF)
    TQUK Level 3 Certificate in Supporting Teaching and Learning in Schools (RQF)

    Topic Overview

    The TQUK Level 3 Certificate in Supporting Teaching and Learning in Schools (RQF) is a nationally recognised qualification designed for teaching assistants, learning support assistants, and other support staff working in primary, secondary, or special schools. This certificate equips learners with the knowledge and skills to effectively support teachers, promote positive behaviour, and contribute to the development of children and young people. It covers essential areas such as safeguarding, communication, equality and diversity, and understanding how children learn, ensuring that support staff can work confidently within the school environment.

    This qualification is particularly important because it provides a structured pathway for career progression in the education sector. It aligns with the Professional Standards for Teaching Assistants and helps learners develop practical strategies for supporting pupils with varying needs, including those with special educational needs and disabilities (SEND). By completing this certificate, students gain a deeper understanding of their role in the classroom, how to assist with planning and assessment, and how to foster an inclusive learning environment. This not only benefits the individual learner but also enhances the overall quality of support provided in schools.

    Within the wider subject of learning support, this certificate serves as a foundation for further study, such as the Level 4 Certificate or higher-level apprenticeships. It is also a stepping stone for those wishing to pursue a career as a higher-level teaching assistant (HLTA) or move into teaching. The qualification emphasises reflective practice and continuous professional development, encouraging learners to apply their knowledge in real-world settings and adapt to the evolving demands of the education system.

    Key Concepts

    Core ideas you must understand for this topic

    • →Safeguarding and promoting the welfare of children: Understanding legal requirements, recognising signs of abuse, and knowing how to respond appropriately.
    • →Communication and professional relationships: Developing effective verbal and non-verbal communication skills with pupils, colleagues, and parents, while maintaining confidentiality.
    • →Equality, diversity, and inclusion: Applying principles of inclusive practice to support all learners, including those with SEND, and challenging discrimination.
    • →Supporting learning activities: Assisting with planning, delivery, and assessment of lessons, including differentiation and use of resources.
    • →Behaviour management: Implementing school policies and strategies to promote positive behaviour and manage challenging behaviour effectively.

    Learning Objectives

    What you need to know and understand

    • Be able to support the teacher in planning learning activities, Be able to prepare for learning activities, Be able to support learning activities, Be able to observe and report on learner participation and progress, Be able to support the evaluation of learning activities, Be able to evaluate own practice in relation to supporting literacy, numeracy and ICT
    • Contribute ideas for differentiated learning activities during planning meetings with teachers.
    • Prepare and adapt learning resources and environments to meet individual pupil needs.
    • Implement support strategies that promote active participation and independent learning.
    • Use systematic observation methods to record learner participation and progress against objectives.
    • Provide constructive feedback to teachers on the effectiveness of learning activities.
    • Evaluate the impact of own support strategies on improving pupils’ literacy, numeracy and ICT skills.
    • Reflect on feedback and evidence to set personal development goals for supporting learning.
    • Be able to contribute to planning learning activities, Be able to prepare for learning activities, Be able to support learning activities, Be able to observe and report on learner participation and progress, Be able to contribute to the evaluation of learning activities, Be able to evaluate own practice in relation to supporting literacy, numeracy and ICT

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating effective collaboration with the teacher during planning, including understanding the learning objectives and suggesting appropriate resources or strategies.
    • Award credit for evidence of thoroughly preparing the learning environment and materials, checking functionality of equipment, and anticipating potential barriers to participation.
    • Award credit for implementing a range of support strategies tailored to individual learners’ needs, such as scaffolding, questioning techniques, or using assistive technology, while maintaining a supportive and inclusive atmosphere.
    • Award credit for producing accurate, objective, and confidential observational records that clearly link learner participation and progress to the planned learning outcomes.
    • Award credit for contributing meaningfully to the evaluation of learning activities by sharing specific, evidence-based feedback with the teacher and identifying what worked well or could be improved.
    • Award credit for a detailed self-evaluation that identifies strengths and areas for development in supporting literacy, numeracy and ICT, with clear, realistic targets for improvement.
    • Evidence of collaboration with the teacher in planning, e.g., notes from planning meetings or written suggestions for differentiation.
    • Demonstration of preparing resources that are age-appropriate, accessible, and linked to learning objectives.
    • Observation records showing effective support strategies, such as questioning, prompting, and scaffolding, without doing the work for the learner.
    • Accurate and objective records of learner participation and progress, using school systems and language that focuses on learning.
    • A reflective account evaluating the success of a learning activity, including what went well and what could be improved, with specific reference to learner outcomes.
    • A personal development plan that identifies strengths and areas for improvement in supporting literacy, numeracy and ICT, with clear actions.
    • Contributes effectively to planning learning activities.
    • Prepares resources and environment for activities.
    • Supports learners during activities appropriately.
    • Observes and records learner participation accurately.
    • Evaluates own practice and identifies areas for improvement.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Ensure your portfolio evidence clearly demonstrates each stage of the support cycle: planning, preparation, delivery, observation, and evaluation.
    • 💡Use a reflective journal to regularly record specific examples of how you supported literacy, numeracy and ICT, linking your reflections to professional standards.
    • 💡When observing learners, use a structured format that notes the date, time, activity, learner initials, what was observed against the objective, and any intervention provided.
    • 💡During the evaluation stage, seek formal feedback from the teacher and include this in your evidence to show you value collaborative reflection.
    • 💡Use the school’s pro-formas for planning, observation, and evaluation to ensure consistency and professionalism in your evidence.
    • 💡When observing learners, focus on what they can do and what they need next, aligning comments with the learning objectives.
    • 💡Keep a reflective journal throughout the placement to capture real-time insights, which can be used to write detailed evaluations later.
    • 💡Gather witness testimonies from teachers to corroborate your contributions to planning and support.
    • 💡Ensure your evaluation of own practice is honest and balanced, identifying both successes and areas for development with clear examples.
    • 💡Use specific examples of activities you have supported.
    • 💡Show understanding of the teacher's role and your own.
    • 💡Reflect on how you adapt support for different needs.
    • 💡When answering questions about safeguarding, always refer to current legislation (e.g., Keeping Children Safe in Education) and your school's policies. Use specific examples of how you would respond to a concern.
    • 💡For questions on supporting learning, demonstrate understanding of the teaching cycle (plan, teach, assess, evaluate) and explain how you contribute to each stage. Mention how you adapt support based on pupil feedback.
    • 💡In behaviour management questions, avoid generic statements. Instead, describe a specific strategy (e.g., positive reinforcement, de-escalation techniques) and link it to school policy or psychological theory (e.g., behaviourist approaches).

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing their role by taking the lead in planning or delivery instead of working under the teacher’s direction.
    • Failing to link observations to specific learning objectives, resulting in vague or irrelevant feedback.
    • Focusing solely on task completion rather than the learning process and the development of skills.
    • Providing overly positive or subjective evaluations without constructive critical analysis or tangible evidence.
    • Ignoring the need to adapt resources or support for learners with additional needs, such as EAL or SEN.
    • Writing self-evaluations that are descriptive rather than reflective, missing the opportunity to set SMART targets for professional growth.
    • Confusing observation with evaluation: describing what happened without linking it to intended learning outcomes.
    • Focusing solely on task completion rather than the learning process and skill development.
    • Failing to adapt resources or support in real-time based on learner responses, sticking rigidly to a plan.
    • Providing subjective or overly general feedback to the teacher, such as 'the child did well' without specific evidence.
    • Neglecting to evaluate own contribution to developing literacy, numeracy and ICT, instead focusing only on the teacher’s planning.
    • Not differentiating support for individual learners.
    • Failing to record observations promptly.
    • Overlooking the importance of feedback from teachers.
    • Misconception: Teaching assistants only work with one child or small groups. Correction: While TAs often support specific pupils, their role is broader and includes whole-class support, resource preparation, and assisting the teacher with various tasks.
    • 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 procedures.
    • Misconception: Differentiation means giving different work to each pupil. Correction: Differentiation involves adapting teaching methods, resources, and support to meet diverse needs, not necessarily creating individual worksheets for every student.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •A basic understanding of the UK education system and the roles of different staff in schools.
    • •Experience working or volunteering in a school setting (recommended but not always required).
    • •Good literacy and numeracy skills, typically equivalent to GCSE grade C/4 or above.

    Key Terminology

    Essential terms to know

    • Be able to support the teacher in planning learning activities, Be able to prepare for learning activities, Be able to support learning activities, Be able to observe and report on learner participation and progress, Be able to support the evaluation of learning activities, Be able to evaluate own practice in relation to supporting literacy, numeracy and ICT
    • Collaborative planning with teachers
    • Resource preparation and adaptation
    • Facilitating learner engagement
    • Observation and assessment techniques
    • Evaluation of learning outcomes
    • Reflective practice in literacy, numeracy and ICT
    • Be able to contribute to planning learning activities, Be able to prepare for learning activities, Be able to support learning activities, Be able to observe and report on learner participation and progress, Be able to contribute to the evaluation of learning activities, Be able to evaluate own practice in relation to supporting literacy, numeracy and ICT

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