Support the use of information and communication technology for teaching and learning
This element focuses on the integration of information and communication technology within educational settings, emphasizing the importance of adhering to school policies and safeguarding procedures. Learners will develop the skills to prepare, test, and maintain ICT resources, ensuring they are accessible and functional to support teaching and learning effectively. Practical application includes supporting both educators and students in using hardware and software, troubleshooting minor issues, and promoting confident, safe, and inclusive digital practices.
Assessment criteria
Quick Revision Summary (Key Takeaway)
The TQUK Level 2 Certificate in Supporting Teaching and Learning in Schools (RQF) equips teaching assistants with the essential knowledge and skills to support pupils' learning, development, and well-being in a school environment. This qualification covers key areas such as child development, safeguarding, communication, and professional conduct, preparing learners for roles in primary, secondary, and special schools.
Topic Overview
This qualification is designed for individuals who are working or volunteering in a school setting as a teaching assistant, learning support assistant, or similar role. It provides a comprehensive foundation in the knowledge and skills required to support teaching and learning effectively. The course covers a range of units, including child and young person development, safeguarding, communication, and professional relationships, as well as practical support for learning activities.
The importance of this qualification lies in its practical application. It ensures that teaching assistants are not only aware of educational theories but can also apply them in real classroom situations. This includes understanding how children learn, how to adapt activities to meet individual needs, and how to work collaboratively with teachers and other professionals. The qualification also emphasises the legal and ethical responsibilities of those working with children, such as safeguarding and data protection.
In the wider context of education, this qualification is a stepping stone for career progression. It can lead to further study, such as the Level 3 Diploma in Specialist Support for Teaching and Learning in Schools, or to roles with more responsibility, such as higher-level teaching assistant (HLTA). It also provides a solid grounding for those considering a career in teaching, as it offers valuable insights into the classroom environment and the diverse needs of pupils.
Key Concepts
Core ideas you must understand for this topic
- →Child and young person development: Understanding the stages of physical, social, emotional, and cognitive development from birth to 19 years.
- →Safeguarding: Knowing how to protect children from abuse and harm, and understanding the procedures for reporting concerns.
- →Communication and professional relationships: Developing effective communication skills with pupils, colleagues, and parents, and maintaining professional boundaries.
- →Supporting learning activities: Assisting teachers in planning, delivering, and evaluating learning activities, and adapting them to meet individual needs.
- →Equality, diversity, and inclusion: Promoting an inclusive environment that respects and values differences among pupils.
Learning Objectives
What you need to know and understand
- Know the policy and procedures for the use of ICT for teaching and learning, Be able to prepare ICT resources for use in teaching and learning, Be able to support the use of ICT for teaching and learning
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating understanding of the school's acceptable use policy and how it applies to ICT resources in teaching and learning.
- Credit should be given for correctly setting up and checking ICT equipment prior to use, including connectivity and software functionality.
- Assess to see if the learner promotes inclusive access by adapting resources or providing assistive technology to meet individual needs.
- Expect evidence of safely storing equipment, reporting faults, and following data protection procedures.
Assessment Guidance
Guidance for achieving higher grades
- 💡Always refer to the school's specific ICT policy in assignments or observations to demonstrate contextual understanding.
- 💡Practice setting up a variety of ICT equipment and document the process step-by-step to show competency in preparation and troubleshooting.
- 💡In portfolio evidence, include examples of how you have supported learners with different abilities, showing adaptive strategies and positive outcomes.
- 💡Always use the correct terminology from the specification, such as 'differentiation', 'scaffolding', and 'inclusive practice'.
- 💡In case studies, refer to the school's policies and procedures, and mention the roles of other professionals (e.g., SENCO, DSL).
- 💡When answering questions about supporting learning, give specific examples of strategies, such as using visual aids, questioning techniques, or group work.
Common Mistakes
Common errors to avoid in your coursework
- Assuming all ICT resources are identical and failing to check individual device settings, software versions, or user permissions.
- Neglecting to follow safeguarding protocols, such as not monitoring internet use or leaving personal login details exposed.
- Overlooking the need to adapt resources for learners with special educational needs, resulting in inaccessible content.
- Not testing resources beforehand, leading to technical disruptions during a lesson.
- Misconception: Teaching assistants are responsible for planning lessons. Correction: TAs support the teacher's planning by providing input, but the teacher has overall responsibility for planning and assessment.
- Misconception: Safeguarding is only about physical abuse. Correction: Safeguarding covers all forms of abuse, including emotional, sexual, and neglect, as well as online safety.
- Misconception: Confidentiality means never sharing information. Correction: Confidentiality means sharing information only with those who need to know, in line with safeguarding and data protection policies.
Revision Plan
How to revise this topic in 1–2 weeks
- 1Week 1: Focus on understanding child development theories (e.g., Piaget, Vygotsky) and how they apply to classroom practice. Create revision notes and mind maps.
- 2Week 2: Study safeguarding and professional responsibilities. Review your school's policies and practice answering scenario-based questions.
- 3Week 3: Revise communication and professional relationships. Practise role-play scenarios and write reflective accounts.
- 4Week 4: Consolidate all topics by completing past paper questions and self-assessment quizzes. Identify weak areas and revisit them.
Exam Question Types
How this topic typically appears in the exam
- 📋Multiple-choice questions: Test knowledge of key terms and definitions. Read each question carefully and eliminate obviously wrong answers.
- 📋Short-answer questions: Require brief explanations of concepts, such as 'What is differentiation?' Give a clear definition and an example.
- 📋Scenario-based questions: Present a classroom situation and ask how you would respond. Use the 'what, why, how' structure: what you would do, why, and how you would do it.
- 📋Reflective account tasks: Ask you to describe a real experience and what you learned. Use the STAR method (Situation, Task, Action, Result) to structure your answer.
Command Word Expectations (TRAINING QUALIFICATIONS UK LTD)
What examiners look for when using specific command words in this specification
Provide a detailed account of the features or characteristics of something. For example, 'Describe the stages of child development' requires you to list and explain each stage with key features.
Give reasons or causes, showing how and why something happens. For example, 'Explain how a teaching assistant can support a child with autism' requires you to give reasons for the strategies used.
Weigh up the strengths and weaknesses of something, and come to a conclusion. For example, 'Evaluate the effectiveness of different behaviour management strategies' requires you to discuss pros and cons and give a justified opinion.
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 small group of Year 2 pupils during a maths lesson. The teacher has asked the TA to help the group complete a worksheet on addition. Describe how the TA should adapt their support to meet the needs of one pupil who is struggling and one pupil who is advanced.
- 1.Step 1: Identify the individual needs of each pupil (struggling vs advanced).
- 2.Step 2: For the struggling pupil, use concrete resources (e.g., counters) and break the task into smaller steps, providing more scaffolding and praise.
- 3.Step 3: For the advanced pupil, provide extension questions or encourage them to explain their reasoning, promoting deeper understanding.
- 4.Step 4: Ensure both pupils are engaged and challenged appropriately, and provide feedback to the teacher on their progress.
Question: A school has a policy on positive behaviour management. Explain how a teaching assistant can use this policy to support a pupil who is displaying challenging behaviour in the classroom.
- 1.Step 1: Refer to the school's behaviour policy to understand the expected procedures and strategies.
- 2.Step 2: Use positive reinforcement, such as praise and rewards, to encourage good behaviour.
- 3.Step 3: Use de-escalation techniques, such as calm language and giving the pupil time to cool down, if needed.
- 4.Step 4: Record any incidents and report them to the class teacher, following the policy's reporting procedures.
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 Support the use of information and communication technology for teaching and learning
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 (e.g., from GCSE Psychology or Health and Social Care).
- •Experience working with children, even in a voluntary capacity, is beneficial.
- •Good communication and literacy skills, as the course involves written assessments.
Coursework AI Review
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Key Terminology
Essential terms to know
- Know the policy and procedures for the use of ICT for teaching and learning, Be able to prepare ICT resources for use in teaching and learning, Be able to support the use of ICT for teaching and learning
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