Support numeracy development — City & Guilds Limited Vocationally-Related Qualification Teaching & Education Revision

    This element focuses on equipping support staff with the knowledge and skills to assist learners in developing numeracy competence. It requires understandi

    Topic Synopsis

    This element focuses on equipping support staff with the knowledge and skills to assist learners in developing numeracy competence. It requires understanding national frameworks such as the National Curriculum and school policies, and applying this to plan and deliver targeted activities that build number, measure, and problem-solving skills. Practical application involves adapting resources, using everyday contexts, and fostering a positive attitude towards mathematics to meet individual learner needs.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Support numeracy development

    CITY & GUILDS LIMITED
    vocational

    This element focuses on equipping support staff with the knowledge and skills to assist learners in developing numeracy competence. It requires understanding national frameworks such as the National Curriculum and school policies, and applying this to plan and deliver targeted activities that build number, measure, and problem-solving skills. Practical application involves adapting resources, using everyday contexts, and fostering a positive attitude towards mathematics to meet individual learner needs.

    1
    Learning Outcomes
    3
    Assessment Guidance
    3
    Key Skills
    1
    Key Terms
    4
    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 a comprehensive qualification designed for teaching assistants, learning support assistants, and other support staff who work closely with teachers to enhance the educational experience of pupils. This diploma covers a wide range of topics, including child development, safeguarding, communication, and behaviour management, all within the context of the UK education system. It is a vocationally-related qualification that combines theoretical knowledge with practical application, ensuring that learners can effectively support teachers in planning, delivering, and evaluating lessons, as well as providing targeted support to individuals or groups of pupils.

    This qualification is crucial for anyone looking to advance their career in educational support, as it provides the skills and knowledge needed to work effectively across all key stages, from early years to secondary education. It also emphasises the importance of inclusive practice, enabling support staff to assist pupils with special educational needs and disabilities (SEND) and those from diverse backgrounds. By completing this diploma, learners demonstrate their ability to contribute to a positive learning environment, promote pupil well-being, and uphold professional standards, making them invaluable members of the school team.

    Within the wider subject of Teaching & Education, this diploma sits alongside other qualifications such as the Level 3 Award in Supporting Teaching and Learning and the Level 4 Certificate for the Advanced Practitioner in Schools and Colleges. It is a stepping stone for those who wish to progress to higher-level roles, such as higher level teaching assistant (HLTA) or even teacher training. The diploma is also recognised by employers across the UK, making it a highly respected credential for anyone committed to a career in education.

    Key Concepts

    Core ideas you must understand for this topic

    • →Safeguarding and promoting the welfare of children: Understanding legislation, policies, and procedures to protect pupils from harm, including recognising signs of abuse and knowing how to report concerns.
    • →Child and young person development: Knowledge of physical, cognitive, social, and emotional development from birth to 19 years, and how to support learning at each stage.
    • →Communication and professional relationships: Effective verbal and non-verbal communication with pupils, teachers, parents, and external agencies, including active listening and confidentiality.
    • →Supporting learning activities: Assisting teachers in planning, delivering, and assessing lessons, including differentiation, scaffolding, and use of resources to meet individual needs.
    • →Behaviour management: Strategies to promote positive behaviour, de-escalate conflict, and implement school behaviour policies, including understanding the impact of trauma and attachment.

    Learning Objectives

    What you need to know and understand

    • Understand current national and organisational frameworks for mathematics, Be able to support learners in developing numeracy skills, Be able to support learners in using and applying mathematics

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating clear understanding of current national frameworks (e.g., National Curriculum, GCSE mathematics specifications) and how they inform numeracy support in the school setting.
    • Award credit for providing concrete examples of resources and strategies used to develop learners' number skills, such as manipulatives, games, or real-life problem-solving tasks, with clear links to individual targets.
    • Award credit for describing how observations and formative assessment were used to adapt support and promote learners' ability to apply mathematics in different contexts, including cross-curricular links.
    • Award credit for evidencing collaboration with teachers and other professionals to align numeracy support with lesson planning and individual education plans (IEPs/ EHCPs).

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Always reference the specific year group's programme of study from the National Curriculum when planning support, and cross-reference your evidence to the relevant curriculum objectives to show alignment.
    • 💡Include annotated photographs, session plans, and learner feedback in your portfolio to provide concrete, authentic evidence of supporting numeracy, rather than relying solely on written descriptions.
    • 💡Reflect explicitly on how your interventions improved learners' confidence and independence in mathematics, and link this to the goal of 'using and applying' mathematics in real-world contexts.
    • 💡When answering questions about legislation, always refer to specific acts (e.g., Children Act 2004, Keeping Children Safe in Education) and explain how they apply to your role. This shows depth of knowledge and application.
    • 💡Use real-life examples from your placement or work experience to illustrate points. Examiners value practical application of theory, so linking concepts to actual classroom scenarios can significantly boost marks.
    • 💡Pay close attention to command words in questions, such as 'explain', 'evaluate', or 'analyse'. Tailor your response accordingly: 'explain' requires a detailed account, while 'evaluate' needs pros and cons with a justified conclusion.

    Common Mistakes

    Common errors to avoid in your coursework

    • Students often confuse the non-statutory guidance with statutory curriculum requirements, leading to misaligned support activities that do not address mandatory age-related expectations.
    • A common error is focusing solely on arithmetic drills without developing reasoning and problem-solving skills, missing the requirement to support learners in 'using and applying' mathematics.
    • Candidates may provide generic evidence of numeracy activities without showing how they tailored the approach to specific learner needs, barriers, or prior attainment data.
    • Misconception: The diploma is only about working one-to-one with pupils. Correction: While individual support is important, the qualification covers a broad range of responsibilities, including group work, classroom management, administrative tasks, and collaboration with teachers and other professionals.
    • Misconception: Safeguarding is solely the responsibility of the designated safeguarding lead. Correction: All school staff, including teaching assistants, have a duty to safeguard pupils. The diploma emphasises that everyone must be vigilant and know how to report concerns appropriately.
    • Misconception: Behaviour management means punishing bad behaviour. Correction: Effective behaviour management focuses on positive reinforcement, understanding underlying causes, and teaching self-regulation. The diploma promotes proactive strategies over reactive punishment.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Level 2 qualification in Supporting Teaching and Learning or equivalent experience in an educational setting.
    • •Basic understanding of child development and the UK education system, including key stages and curriculum frameworks.
    • •English and maths skills at Level 2 (GCSE grade 4/C or equivalent) to effectively support literacy and numeracy activities.

    Key Terminology

    Essential terms to know

    • Understand current national and organisational frameworks for mathematics, Be able to support learners in developing numeracy skills, Be able to support learners in using and applying mathematics

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