Provide information and advice to children and young people — City & Guilds Limited Vocationally-Related Qualification Teaching & Education Revision

    This subtopic focuses on the critical role of practitioners in providing impartial information, advice and guidance (IAG) to children and young people with

    Topic Synopsis

    This subtopic focuses on the critical role of practitioners in providing impartial information, advice and guidance (IAG) to children and young people within educational settings. It explores the skills needed to identify and address individual needs, communicate effectively across developmental stages, and uphold professional boundaries and safeguarding duties. The aim is to empower learners to make informed choices about their education, wellbeing and future paths, while adhering to organisational policies and ethical practice.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Provide information and advice to children and young people

    CITY & GUILDS LIMITED
    vocational

    This subtopic focuses on the critical role of practitioners in providing impartial information, advice and guidance (IAG) to children and young people within educational settings. It explores the skills needed to identify and address individual needs, communicate effectively across developmental stages, and uphold professional boundaries and safeguarding duties. The aim is to empower learners to make informed choices about their education, wellbeing and future paths, while adhering to organisational policies and ethical practice.

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    Learning Outcomes
    4
    Assessment Guidance
    5
    Key Skills
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    Key Terms
    5
    Assessment Criteria

    Assessment criteria

    City & Guilds Level 3 Diploma in Specialist Support for Teaching and Learning in Schools

    Topic Overview

    The City & Guilds Level 3 Diploma in Specialist Support for Teaching and Learning in Schools is designed for teaching assistants, learning support assistants, and other support staff who work closely with teachers to enhance the educational experience of pupils. This qualification focuses on developing advanced skills in supporting teaching and learning, including planning and delivering activities, promoting positive behaviour, and contributing to the assessment of pupils' progress. It is a vocational qualification that combines theoretical knowledge with practical application, ensuring you can effectively support the teacher and the curriculum in a school setting.

    This diploma is crucial for anyone aiming to take on a more responsible role in the classroom, such as a higher-level teaching assistant (HLTA). It covers key areas like child development, safeguarding, inclusive practice, and working with parents and other professionals. By completing this qualification, you will gain the confidence and competence to work independently under the direction of a teacher, helping to raise achievement and improve outcomes for all pupils. It is a nationally recognised qualification that can open doors to further study or career progression in education.

    Key Concepts

    Core ideas you must understand for this topic

    • →The role of the teaching assistant in supporting the teacher, including planning, delivering, and evaluating learning activities.
    • →Understanding child development from birth to 19 years, including cognitive, social, emotional, and physical development stages.
    • →Safeguarding and promoting the welfare of children, including knowledge of legislation, policies, and procedures.
    • →Inclusive practice: supporting pupils with special educational needs and disabilities (SEND) and those from diverse backgrounds.
    • →Behaviour management strategies to promote positive behaviour and manage challenging behaviour effectively.

    Learning Objectives

    What you need to know and understand

    • Demonstrate how to establish a trusting relationship to encourage children and young people to express their needs
    • Apply appropriate questioning techniques to clarify the information and advice requirements of an individual
    • Select and tailor information from reliable sources to suit the developmental stage and circumstances of the child or young person
    • Evaluate the effectiveness of advice given in enabling a young person to make an informed choice
    • Safeguard confidentiality while balancing the duty to share information when a child is at risk

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Evidence of clearly describing the practitioner’s role and its limits, with reference to school policies and legislation (e.g., Keeping Children Safe in Education)
    • Demonstration of active listening and open questions to identify needs, recorded through observation or written reflection
    • Presentation of information in an engaging, age‑appropriate format (e.g., visual aids, simple language) with justification of choices
    • A clear rationale for the advice given, showing how it supports informed choice without imposing personal views
    • Accurate identification of when and how to involve other professionals, with examples

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Always ground your responses in your setting’s policies and procedures, naming specific documents where possible
    • 💡Use a case study or real‑life example to illustrate how you have applied each stage: establishing need, providing information, and checking understanding
    • 💡When answering questions on safeguarding, explicitly state your duty of care and the steps you would take if you had concerns
    • 💡Remember that ‘informed choice’ means the child understands the options and consequences; describe how you would check this
    • 💡Use specific examples from your own practice to illustrate your understanding of key concepts. Examiners look for evidence of how you apply theory in real classroom situations.
    • 💡Ensure you are up-to-date with current legislation and frameworks, such as the SEND Code of Practice and Keeping Children Safe in Education. Referencing these shows you understand the professional context.
    • 💡When answering questions about behaviour management, focus on proactive strategies (e.g., positive reinforcement) rather than reactive measures. Demonstrate a holistic understanding of behaviour as communication.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing information and advice with counselling or therapy, overstepping professional boundaries
    • Offering personal opinions or biased guidance instead of impartial, evidence‑based information
    • Using jargon or complex language that the child or young person cannot understand
    • Failing to document the advice given or the reasoning behind decisions, leading to lack of accountability
    • Assuming all children have the same needs without exploring individual circumstances or barriers
    • Misconception: Teaching assistants only work with low-ability pupils. Correction: TAs support all pupils, including high achievers, and work under the teacher's direction to enhance learning for everyone.
    • Misconception: Safeguarding is only about protecting children from abuse. Correction: Safeguarding also includes promoting health, safety, and well-being, as well as preventing impairment to children's development.
    • Misconception: Inclusive practice means treating all pupils the same. Correction: Inclusive practice involves adapting approaches to meet individual needs, ensuring every pupil can access the curriculum and participate fully.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •A good understanding of the role of a teaching assistant at Level 2, such as the City & Guilds Level 2 Certificate in Supporting Teaching and Learning in Schools.
    • •Basic knowledge of child development and safeguarding principles.
    • •Experience working or volunteering in a school setting, ideally in a support role.

    Key Terminology

    Essential terms to know

    • Professional role boundaries
    • Active listening and questioning
    • Age-appropriate communication
    • Confidentiality and safeguarding
    • Informed decision-making
    • Referral procedures

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