Issuu

How to use the

Marking Guide

The marking guide outlines each question in every unit and is divided into three sections. The first, highlighted in black, checks that the learner has responded in the correct format based on the command verb; if not, grading does not proceed further. The second section sets out the grading levels—green for ‘Pass’, blue for ‘Good’, and pink for ‘Exemplary’—with example answers for each level listed underneath. The learners’ answers do not always need to be exact to the examples given. These are just for your reference to indicate the types of answer you should expect at each grade. Feedback can then be given according to the level achieved, with guidance on how to progress to the next level where appropriate.

1 2 3

Check the learner has answered the question in the format required by the command verb given

Check the learners’ answer meets the criteria for a ‘pass’, ‘good’ or ‘exemplary’ to be awarded Give appropriate feedback to reach the next level where appropriate

A guide on giving level-based feedback:

This simple structure below can be used to give feedback at each level, showing learners how to improve their answers and progress further. It doesn’t need to be followed exactly but serves as a guide for identifying the points they may have missed, drawing from the ‘good’ or ‘exemplary’ sections where appropriate.

Pass Good

Has a basic level of understanding

You have shown a basic level of understanding on [insert topics]. You can [insert command verb] these topics effectively. To strengthen your answer, you could include [insert answers from the good criteria].

Has a good level of understanding

Well done! You have shown a clear understanding of [insert topics]. You can [insert command verb] these topics in detail and provide relevant examples. To improve further, you could expand your answer by including [insert answers from the exemplary criteria].

Exemplary

Has an exemplary level of understanding

You have demonstrated an outstanding level of understanding on [insert topics]. Fantastic work!

Contents Page

Question 1 Intro

As outlined in your welcome session' - Produce a plan of activities and breaks for three working days.

The answer will only meet the criteria if:

The learner has produced a plan e.g. used a table to plan out their activities and breaks.

PassExamples

To meet the criteria the learner must include answers such as:

Objectives for the day: (List minimum 3)

1.Research positive mind set

2.Learn to navigate around Moodle

3 Answer Question 3

Add in your own timings:

Include details of the objectives and how you intend to meet them

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Question 1 Intro

As outlined in your welcome session' - Produce a plan of activities and breaks for three working days.

To meet the criteria the learner must include answers such as:

Objectives for the day: (List minimum 3)

1 Research pos tive mind set

2 Learn to navigate around Moodle

3 Answer Question 3

Add in your own timings Include details of the ob ectives and how you intend to meet them.

AM: Tasks / activities –

6.30am-7.30am

Make notes from research about positive mind set.

AM: Tasks / activities –

7.30am-7.30pm

Family time

PM: Tasks / activities –7.30pm-10.30pm

Navigate round Moodle Answer Q3

Researched online and on the slides received from tutor about having a posit ve m nd set Made notes to write up answer later

Spent time with family and done chores around the house

Had trouble find ng my way round Moodle, so need to spend some more time on that Gathered my notes from my research in the morning to answer question 3

Remember

The above are example answers, the learners answer does not need to be exact to those given above but these should be used as an indication for the type of answer you should expect to award a ‘pass’ grade.

Question 1 Intro

As outlined in your welcome session' - Produce a plan of activities and breaks for three working days.

To meet the criteria the learner must include answers such as:

Objectives for the day: (List minimum 3)

1 Research positive mind set at work

2 Learn professional presentation on Zoom call

3 Contribute towards zoom call

Add in your own timings:

AM: Tasks / activities –

6.30-8.00am Read slides and research positive mind set at work

AM: Tasks / activities –

8.00am-6.00pm Family time

PM: Tasks / activities-

6.00pm-8.00pm Zoom call on professional presentation

PM: Tasks / activities –

8 00pm-8.30pm Write draft for question 4

Remember

Include details of the objectives and how you intend to meet them

Researched online and slides for relevant information needed to answer question 4.

Spent time with family and housework

Had profess onal presentation zoom call. Took down notes and engaged with some answers to build confidence.

Used the notes I previously made to answer question 4. the notes were short so had to makes them into my own words and highlight what the question was asking.

Question 1 Intro

As outlined in your welcome session' - Produce a plan of activities and breaks for three working days.

To meet the criteria the learner must include answers such as:

Objectives for the day (List minimum 3)

1 Research self-management

2 Make notes and write up draft for question 6&7

3.Complete and upload question 6&7

Add in your own timings:

AM: Tasks / activities –

7.00am-9.00am Make notes for question 6

AM: Tasks / activities –

9.00am-12.00noon Break

PM Tasks / activities –

12.00-2.00pm Notes for question 7 and write up

PM Tasks/ actives -

2.00pm-evening Family time

Remember

Include details of the objectives and how you intend to meet them

Researched online and slides about self-management.

Highlighted the words explain how and why’ And made sure they were answered

Me time, had hair done and lunch out.

Researched online and read slides, made notes and wrote them in my own words ‘explain the benefits of self-management in a workplace ’ Made sure my work was saved

Children were dropped off

Question 2 Intro

After reviewing your plan of activities and breaks for three working days, evaluate how effectively the plan was followed and how well it worked in practice.

The answer will only meet the criteria if:

The learner has evaluated the answer, e.g. used paragraphs to describe and explain their findings.

PassExamples

To meet the criteria the learner must include answers such as:

After review of my 3-day plan, I found some elements useful. I generally strugg e with sticking to a set time frame and in my initial self-management skills to improve on I was spot on I did find it hard to stick to a set time scale found it easier to dip in and out throughout the day part y due to work and family commitments and partly due to not wanting to overwhelming myself with too much information in one go I did however find giving myself Question goals for the 3 days did help me stick to a good amount of learning for that day I found it useful knowing what I needed to achieve that day without giving myself too much work but keeping myself on a schedule. I would continue giving myself daily Question goals but will probab y not give myself set time frames as I felt this method was productive and worked for myself. I am also going to get myself a stopwatch as logging hours was difficult due to small bursts of learning as I was having to keep writing down when I stated and stopped every time

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

After reviewing my three-day learning plan, I was able to identify several aspects that worked well and some areas for improvement. One of the main challenges I encountered was maintaining a strict time frame for my study sessions. I recognised this as an area I had already identified in my initial self-management review and it proved accurate. I found it more manageable to complete my learning in shorter, flexible periods throughout the day rather than in long, set blocks This approach suited my work and family commitments and also prevented me from feeling overwhelmed by too much information at once.

Setting myself clear question-based goals for each day was particularly effective. It gave me a clear focus and structure without putting too much pressure on myself. This method helped me stay motivated and ensured I achieved a rea istic amount of learning each day. Going forward I plan to continue using daily question goals but wil avoid rigid time frames, as I have found that flexibility helps me maintain consistency and productivity.

One area I still need to improve is tracking my study hours. I found it difficult to log time accurately when working in short bursts, as I had to note each start and stop time manually. To address this, I plan to use a stopwatch or timer app to make recording my learning time easier and more accurate. This will help me monitor my progress more effectively and continue developing my time management and self-organisation skills

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

After reviewing my three-day learning plan, I can see what worked well for me and what I found more challenging One of the main difficulties was sticking to a strict time schedule I already knew from my earlier self-assessment that time management was something I needed to improve, and this task confirmed it. Because of my work and family commitments, keeping to fixed time slots wasn’t always possible. Instead, I found it easier to study in shorter, more flexible sessions throughout the day. This approach helped me stay focused and stopped me from feeling overwhelmed by too much information at once

What really helped me stay on track was setting clear daily question goals. Having specific aims for each day gave me direction and motivation without putting too much pressure on myself It helped me manage my workload and feel a sense of achievement at the end of each day. I’ve realised that this method suits my learning style so I plan to continue using daily goals rather than strict time limits, as it keeps me productive while still allowing flexibility One area I sti l need to work on is recording my study time accurately. Because I tend to study in short bursts, I found it hard to keep track of exactly how ong I was working for. To improve this, I’m going to start using a stopwatch or timer app This will make it easier to log my hours and give me a clearer picture of how I m using my time

Overall, this reflection has shown me that good self-management is about finding the right balance between structure and flexibility. By setting achievable goals, keeping track of my time more effectively and being realistic about what I can manage, I feel more in control of my learning and confident that I can keep improving

Question 2 Intro

After reviewing your plan of activities and breaks for three working days, evaluate how effectively the plan was followed and how well it worked in practice.

To meet the criteria the learner must include answers such as:

After review of my 3-day plan, I found some elements useful. I generally struggle with sticking to a set time frame and in my initial self-management skills to improve on I was spot on I did find it hard to stick to a set time scale found it easier to dip in and out throughout the day, partly due to work and family commitments and partly due to not wanting to overwhelming myself with too much information in one go. I did however find giving myself Question goals for the 3 days did help me stick to a good amount of learning for that day. I found it useful knowing what I needed to achieve that day without giving myself too much work but keeping myself on a schedule. I would continue giving myself daily Question goals but will probably not give myself set time frames as I felt this method was productive and worked for myself. I am also going to get myself a stopwatch as logging hours was difficult due to small bursts of learning as I was having to keep writing down when I stated and stopped every time.

Remember

Question 2 Intro

After reviewing your plan of activities and breaks for three working days, evaluate how effectively the plan was followed and how well it worked in practice.

To meet the criteria the learner must include answers such as:

After reviewing my three-day learning plan, I was able to identify several aspects that worked well and some areas for improvement. One of the main challenges I encountered was maintaining a strict time frame for my study sessions. I recognised this as an area I had already identified in my initial self-management review, and it proved accurate. I found it more manageable to complete my learning in shorter, flexible periods throughout the day rather than in long, set blocks. This approach suited my work and family commitments and also prevented me from feeling overwhelmed by too much information at once.

Setting myself clear question-based goals for each day was particularly effective. It gave me a clear focus and structure without putting too much pressure on myself. This method helped me stay motivated and ensured I achieved a realistic amount of learning each day. Going forward, I plan to continue using daily question goals but will avoid rigid time frames, as I have found that flexibility helps me maintain consistency and productivity.

Remember

Question 2 Intro

After reviewing your plan of activities and breaks for three working days, evaluate how effectively the plan was followed and how well it worked in practice.

To meet the criteria the learner must include answers such as:

After reviewing my three-day learning plan, I can see what worked well for me and what I found more challenging. One of the main difficulties was sticking to a strict time schedule. I already knew from my earlier self-assessment that time management was something I needed to improve, and this task confirmed it. Because of my work and family commitments, keeping to fixed time slots wasn’t always possible. Instead, I found it easier to study in shorter, more flexible sessions throughout the day. This approach helped me stay focused and stopped me from feeling overwhelmed by too much information at once.

What really helped me stay on track was setting clear daily question goals. Having specific aims for each day gave me direction and motivation without putting too much pressure on myself. It helped me manage my workload and feel a sense of achievement at the end of each day. I’ve realised that this method suits my learning style, so I plan to continue using daily goals rather than strict time limits, as it keeps me productive while still allowing flexibility. One area I still need to work on is recording my study time accurately. Because I tend to study in short bursts, I found it hard to keep track of exactly how long I was working for. To improve this, I’m going to start using a stopwatch or timer app. This will make it easier to log my hours and give me a clearer picture of how I’m using my time.

Overall, this reflection has shown me that good self-management is about finding the right balance between structure and flexibility. By setting achievable goals, keeping track of my time more effectively, and being realistic about what I can manage, I feel more in control of my learning and confident that I can keep improving.

Remember

Question 3 Intro

Define what mind-set is and state why having a positive mind-set is important.

The answer will only meet the criteria if:

The learner has defined the answer, e.g. used paragraphs to give a definition and explain its importance.

PassExamples

To meet the criteria the learner must include answers such as:

Mindset is a basically how your mind is set to work and your attitude towards things or people. Normally you either have a positive mindset or a negative

The importance of having a positive mindset is so that you can succeed in life and achieve your life/work goals. By having a positive mindset your day-to-day life could be greatly improved by remaining positive while doing everyday jobs makes it more achievab e and probably more enjoyable When looking to apply for jobs, keeping a positive mindset is more likely to land you the job. Going into a job interview with the mindset of I m not going to get this is then portrayed to the employer and subsequently results in not being successful By remaining positive and enthusiastic the job could be yours. A lot can be seen from body language and when you have a positive mindset your body language is more open compared to when you have a negative mindset, and your body language is more closed off. By portraying to a prospective employer that you are outgoing and enjoy cha lenges and by being approachable is a big tick on most employers’ lists

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Mindset refers to the way we think, feel, and respond to situations it’s our general attitude towards life, work, and the people around us A mindset can be either positive or negative, and it has a powerful influence on how we handle challenges and opportunities.

Having a positive mindset is important because it helps us stay motivated, confident and open to earning It allows us to approach goals with determination and resilience, even when things don’t go as planned. A positive outlook can make day-to-day tasks feel more achievab e and enjoyable as we focus on progress rather than problems.

In the workplace, mindset can make a big difference to success For example, when applying for a job, going into an interview with a positive attitude can help create a good first impression Employers often notice body language, enthusiasm, and confidence all of which reflect a positive mindset. If you approach the interview thinking “I can do this” rather than “I won’t get this job,” you are more likely to appear confident, engaged and capable.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 3 Intro

Define what mind-set is and state why having a positive mind-set is important.

To meet the criteria the learner must include answers such as:

Mindset is a basically how your mind is set to work and your attitude towards things or people. Normally you either have a positive mindset or a negative.

The importance of having a positive mindset is so that you can succeed in life and achieve your life/work goals. By having a positive mindset your day-to-day life could be greatly improved, by remaining positive while doing everyday jobs makes it more achievable and probably more enjoyable. When looking to apply for jobs, keeping a positive mindset is more likely to land you the job. Going into a job interview with the mindset of I’m not going to get this is then portrayed to the employer and subsequently results in not being successful. By remaining positive and enthusiastic the job could be yours. A lot can be seen from body language and when you have a positive mindset your body language is more open compared to when you have a negative mindset, and your body language is more closed off. By portraying to a prospective employer that you are outgoing and enjoy challenges and by being approachable is a big tick on most employers’ lists.

Remember

Question 3 Intro

Define what mind-set is and state why having a positive mind-set is important.

To meet the criteria the learner must include answers such as:

Mindset refers to the way we think, feel, and respond to situations it’s our general attitude towards life, work, and the people around us. A mindset can be either positive or negative, and it has a powerful influence on how we handle challenges and opportunities.

Having a positive mindset is important because it helps us stay motivated, confident, and open to learning. It allows us to approach goals with determination and resilience, even when things don’t go as planned. A positive outlook can make day-to-day tasks feel more achievable and enjoyable, as we focus on progress rather than problems.

In the workplace, mindset can make a big difference to success. For example, when applying for a job, going into an interview with a positive attitude can help create a good first impression. Employers often notice body language, enthusiasm, and confidence — all of which reflect a positive mindset. If you approach the interview thinking “I can do this” rather than “I won’t get this job,” you are more likely to appear confident, engaged, and capable.

Remember

Question 4 Intro

Define what a positive mind-set in work is and identify the impact a negative attitude can have on self, team and organisation.

The answer will only meet the criteria if:

The learner has defined the answer, e.g. used paragraphs to give a definition and explain its impact.

PassExamples

To meet the criteria the learner must include answers such as:

A positive mindset is the attitude you have towards something If you have a positive mindset at work you have a high level of commitment and motivation but also have the ability to adapt to changes

> effect your self esteem

> cause stress

> no job satisfaction

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

A positive mindset is the attitude you have towards something. If you have a positive mindset at work you have a high evel of commitment and motivation but also have the ability to adapt to changes

If you have a negative attitude it can affect effect your self esteem, cause stress which can then lead to no job satisfaction and effect others in the work place It can cause emotional and physica burn out for you and others in your team and therefore have trouble engaging with students or staff, to manage behaviours as you have less patents and empathy

The environment will be negative and tense and could contribute to less effective learning and performance

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 4 Intro

Define what a positive mind-set in work is and identify the impact a negative attitude can have on self, team and organisation.

To meet the criteria the learner must include answers such as:

A positive mindset is the attitude you have towards something. If you have a positive mindset at work you have a high level of commitment and motivation but also have the ability to adapt to changes.

> effect your self esteem

> cause stress

> no job satisfaction

Remember

Question 4 Intro

Define what a positive mind-set in work is and identify the impact a negative attitude can have on self, team and organisation.

To meet the criteria the learner must include answers such as:

A positive mindset is the attitude you have towards something. If you have a positive mindset at work you have a high level of commitment and motivation but also have the ability to adapt to changes.

If you have a negative attitude it can affect effect your self esteem, cause stress which can then lead to no job satisfaction and effect others in the work place.

It can cause emotional and physical burn out for you and others in your team and therefore have trouble engaging with students or staff, to manage behaviours as you have less patents and empathy.

The environment will be negative and tense and could contribute to less effective learning and performance.

Remember

Describe how own mindset could be improved and state how a better mind-set can improve opportunities.

The answer will only meet the criteria if:

The learner has described the answer, e.g. used paragraphs to describe and give examples of improvements.

PassExamples

To meet the criteria the learner must include answers such as:

If you have any negative thoughts or attitudes you can turn them into a positive, for example if you have any set backs learn from them and see it as something you can earn from. Be adaptable to changes and this could improve development and resilience Having a growth mindset improves your attitude and they way you think through learning, not giving up and the effort you put in where having a fixed mind set you are set in your ways and not much can change your mind and the way that you think about things.

A better mindset can improve opportunity as it can make your attitudes towards learning a positive one and the therefore you embrace challenges and learn from failures. Having a growth mindset you can be more versatile to be able to work independently or within a team.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

If you experience negative thoughts or attitudes it s important to recognise that these can be changed into positive ones For example when faced with setbacks or challenges, rather than seeing them as failures you can view them as opportunities to learn and grow. Every mistake provides useful feedback, helping you to improve and build resilience. Being open-minded and adaptable to change not only supports personal development but also prepares you to handle unexpected situations more effectively

Developing a growth mindset is key to this process. A growth mindset means believing that skills and intelligence can be deve oped through effort learning, and perseverance People with a growth mindset stay motivated, seek feedback, and are willing to try new approaches when things get difficu t. In contrast, a fixed mindset is when someone believes their abilities are set and cannot change, which can limit progress and reduce confidence when facing challenges

Having a growth mindset can open up many opportunities It encourages a positive attitude towards learning helping you to embrace challenges and learn from mistakes instead of avoiding them This type of mindset also supports adaptability a lowing you to work confidently both on your own and as part of a team. By focusing on effort, persistence, and improvement you can continue to develop new ski ls, strengthen your confidence and increase your chances of success in both education and work.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 5 Intro

Describe how own mindset could be improved and state how a better mind-set can improve opportunities.

To meet the criteria the learner must include answers such as:

If you have any negative thoughts or attitudes you can turn them into a positive, for example if you have any set backs, learn from them and see it as something you can learn from. Be adaptable to changes and this could improve development and resilience. Having a growth mindset improves your attitude and they way you think through learning, not giving up and the effort you put in where having a fixed mind set you are set in your ways and not much can change your mind and the way that you think about things.

Remember

Question 5 Intro

Describe how own mindset could be improved and state how a better mind-set can improve opportunities.

To meet the criteria the learner must include answers such as:

If you experience negative thoughts or attitudes, it’s important to recognise that these can be changed into positive ones. For example, when faced with setbacks or challenges, rather than seeing them as failures, you can view them as opportunities to learn and grow. Every mistake provides useful feedback, helping you to improve and build resilience. Being openminded and adaptable to change not only supports personal development but also prepares you to handle unexpected situations more effectively.

Developing a growth mindset is key to this process. A growth mindset means believing that skills and intelligence can be developed through effort, learning, and perseverance. People with a growth mindset stay motivated, seek feedback, and are willing to try new approaches when things get difficult. In contrast, a fixed mindset is when someone believes their abilities are set and cannot change, which can limit progress and reduce confidence when facing challenges.

Having a growth mindset can open up many opportunities. It encourages a positive attitude towards learning, helping you to embrace challenges and learn from mistakes instead of avoiding them. This type of mindset also supports adaptability, allowing you to work confidently both on your own and as part of a team. By focusing on effort, persistence, and improvement, you can continue to develop new skills, strengthen your confidence, and increase your chances of success in both education and work.

Remember

Question 6 Intro

Explain how and why it is important for individuals to self-manage in the workplace.

The answer will only meet the criteria if: The learner has explained the answer, e.g. used paragraphs to describe and explain.

PassExamples

To meet the criteria the learner must include answers such as:

It is important for individuals to self-manage in the workplace as it can increase productivity If the the individual has good time management and has targets to meet then they prioritise their work. Accountability in a work p ace makes the person more reliable and trustworthy, responsible for their own actions and can work independently Being able to self-manage emotions and thoughts can have a big impact in the work place, having a positive mindset can have a snow bal effect, if you have motivation then it can be pasted on to co leges. Managing stress levels in a work environment is important as it can have a negative impact in their behaviour and learning, if you can not manage them in the correct and professional way.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Self-management is vital in the workplace as it improves productivity, reliability, and independence. Good time management helps individuals prioritise tasks, meet deadlines, and stay focused on their goals. Being accountable for one’s actions builds trust and shows professionalism, as it demonstrates responsibility and the ability to work independent y. Managing emotions and maintaining a positive mindset also has a strong impact motivation and enthusiasm can influence others and create a more supportive team environment Finally, managing stress in a calm and professional way is essential as high stress can negatively affect behaviour performance and relationships at work

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 6 Intro

Explain how and why it is important for individuals to self-manage in the workplace.

To meet the criteria the learner must include answers such as:

It is important for individuals to self-manage in the workplace as it can increase productivity. If the the individual has good time management and has targets to meet then they prioritise their work. Accountability in a work place makes the person more reliable and trustworthy, responsible for their own actions and can work independently. Being able to self-manage emotions and thoughts can have a big impact in the work place, having a positive mindset can have a snow ball effect, if you have motivation then it can be pasted on to colleges. Managing stress levels in a work environment is important as it can have a negative impact in their behaviour and learning, if you can not manage them in the correct and professional way.

Remember

Question 6 Intro

Explain how and why it is important for individuals to self-manage in the workplace.

To meet the criteria the learner must include answers such as:

Self-management is vital in the workplace as it improves productivity, reliability, and independence. Good time management helps individuals prioritise tasks, meet deadlines, and stay focused on their goals. Being accountable for one’s actions builds trust and shows professionalism, as it demonstrates responsibility and the ability to work independently. Managing emotions and maintaining a positive mindset also has a strong impact motivation and enthusiasm can influence others and create a more supportive team environment. Finally, managing stress in a calm and professional way is essential, as high stress can negatively affect behaviour, performance, and relationships at work.

Remember

Explain benefits to others in the workplace when individuals self-manage effectively

The answer will only meet the criteria if:

The learner has explained the answer, e.g. used paragraphs to describe and explain.

PassExamples

To meet the criteria the learner must include answers such as:

Effective self-management in a work place is beneficial in meeting deadlines, productivity and communication Having a tidy work area being organised can help you keep on track of your tasks but also prioritise them too Versatility of being able to work as a team but also individually can get more work done and in less time. Being able to self-manage your emotions and stress levels can benefit the workplace as it can reduce tension and prevent burnout, therefore having a positive environment. Productive feedback and information keeps the workplace on track and produces effective learning and work environment Making sure individua s know their roll feel safe and are able to speak up when needed, is a great benefit in the work place so people feel valued and have empathy. Being respectful and being considerate in the work place is an effective way of communication when people fully engage in the conversation and have eye contact Being self-managed in a work place is to have the abi ity to time manage, prob em solving and making decisions on your own Having initiative, to set own goals and being self-sufficient in completing them goals will help with progression and development in the work place.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Effective self-management in the workplace is essentia for meeting dead ines, maintaining productivity, and supporting good communication Being organised and keeping a tidy work area he ps individuals stay focused, manage their workload and prioritise tasks efficiently. Versatility is also important — being able to work both independently and as part of a team allows work to be completed more effectively and within shorter timeframes

Managing emotions and stress levels p ays a major role in creating a positive and healthy work environment When individuals can manage pressure well it reduces tension prevents burnout, and promotes teamwork. Open communication and constructive feedback help keep everyone on track, ensuring continuous learning and improvement. It is also important that employees understand their roles, feel valued and are confident to speak up when needed, as this builds trust empathy, and a sense of belonging within the team

Respect and consideration are key elements of effective communication

Engaging fully in conversations, maintaining eye contact and showing understanding all help to strengthen relationships at work Self-management also includes good time management, problem-solving, and decision-making skills. Having initiative, setting personal goals and being se f-sufficient in achieving them supports professional growth and ongoing development in the workplace

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 7 Intro

Explain benefits to others in the workplace when individuals self-manage effectively

To meet the criteria the learner must include answers such as:

Effective self-management in a work place is beneficial in meeting deadlines, productivity and communication. Having a tidy work area, being organised, can help you keep on track of your tasks but also prioritise them too. Versatility of being able to work as a team but also individually can get more work done and in less time. Being able to self-manage your emotions and stress levels can benefit the workplace as it can reduce tension and prevent burnout, therefore having a positive environment. Productive feedback and information keeps the workplace on track and produces effective learning and work environment. Making sure individuals know their roll, feel safe and are able to speak up when needed, is a great benefit in the work place so people feel valued and have empathy. Being respectful and being considerate in the work place is an effective way of communication when people fully engage in the conversation and have eye contact. Being self-managed in a work place is to have the ability to time manage, problem solving and making decisions on your own. Having initiative, to set own goals and being self-sufficient in completing them goals will help with progression and development in the work place.

Remember

Explain benefits to others in the workplace when individuals self-manage effectively

To meet the criteria the learner must include answers such as:

Effective self-management in the workplace is essential for meeting deadlines, maintaining productivity, and supporting good communication. Being organised and keeping a tidy work area helps individuals stay focused, manage their workload, and prioritise tasks efficiently. Versatility is also important — being able to work both independently and as part of a team allows work to be completed more effectively and within shorter timeframes.

Managing emotions and stress levels plays a major role in creating a positive and healthy work environment. When individuals can manage pressure well, it reduces tension, prevents burnout, and promotes teamwork. Open communication and constructive feedback help keep everyone on track, ensuring continuous learning and improvement. It is also important that employees understand their roles, feel valued, and are confident to speak up when needed, as this builds trust, empathy, and a sense of belonging within the team.

Respect and consideration are key elements of effective communication. Engaging fully in conversations, maintaining eye contact, and showing understanding all help to strengthen relationships at work. Self-management also includes good time management, problem-solving, and decision-making skills. Having initiative, setting personal goals, and being selfsufficient in achieving them supports professional growth and ongoing development in the workplace.

Remember

Please upload a copy of your

PassExamples

GoodExamples

Exemplary Examples

OFFICE USE ONLY: INTRO M/506/4702

3.2 Demonstrate how to listen to instructions

I can confirm that 'xxx has listened to instructions given within the welcome session on xx/xx/xxxx and has submitted the required documents and answers as outlined within the session.

The answer will only meet the criteria if:

The tutor has confirmed the learner has listened and submitted the required documents and answers.

PassExamples

To meet the criteria the learner must include answers such as:

I can confirm that Jade has listened to instructions given within the welcome session on 22.05.25 and has submitted the required documents and answers as outlined within the session.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

I can confirm that Jade has actively listened to instructions given within the welcome session, aand made a strong contribution to the session on 22.05 2025. Jade has submitted the required documents and answers as outlined within the session promptly.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 1 Unit 1

Describe the expected pattern of children and young people's development from birth to 19 years, to include:

a) physical development

b) speech, language and communication development

c) cognitive development

d) personal, social and emotional development

The answer will only meet the criteria if:

Note: This is an example. Ensure that ALL types of development are covered for each age range - learners tend to miss speech, language and communication development. We don't impose the age range: it could be 0-3, 3-7, 7-12, 12-16, 16-19 OR 0-5, 5-11, 11-16, 16-19 or any other relevant age ranges.

The learner has described the answer, e.g. used paragraphs to describe each stage and area.

To meet the criteria the learner must include answers such as:

0-3 | Physical

At birth children have approximately 25cm of vision and is about a quarter of the size they will be when fully grown

0-3 | Cognitive

To begin with they learn about objects largely by putting things in their mouth. Bright colours lights and bold patterns are things they respond to.

0-3 | Personal, Social and Emotional

All emotions are heightened and they cannot yet regulate them. Children at this stage of development do not yet have empathy for others. They have strong attachments to parents and may feel sad when they are separated from parents, tantrums start due to frustrations

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

0-3 | Physical

As they progress through this phase of childhood they will roll over, learn to crawl and start grasping things first with a pa mer hold progressing to a pincer hold. Learning to climb walk and use the potty/toilet.

0-3 | Cognitive

From 8 months onward they learn to respond to routine and will notice/look for a missing object. Progressing to learn colours and body parts as well as anima s.

0-3 | Personal, Social and Emotional

They start to learn what they do and don’t like and enjoy expressing this Wanting to do the things they enjoy and starting to develop an amount of in dependence (me do) They are egocentric, enjoys imitating adults want to please adults, parallel play alongside others.

0-3 | Speech, Language and Communication

Starting to mimic sounds they hear single syllables will be mixed in which then turns to words and by the end of this phase they know and use approximate y 200 words and will be making short sentences consisting of 3-4 words

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Describe the expected pattern of children and young people's development from birth to 19 years, to include:

a) physical development

b) speech, language and communication development

c) cognitive development

d) personal, social and emotional development

To meet the criteria the learner must include answers such as:

Physical

0-3 At birth children have approximately 25cm of vision and is about a quarter of the size they will be when fully grown

3-7 At this stage of development children will have their fastest growth spurt. They will become more coordinated improving on their fine motor skills so will learn to manage small objects such as buttons and zips.

7-12 Losing their baby teeth is a big milestone in the stage of development. Become able to properly use tools such as musical instruments or bats.

12-16 They have improved fine motor skills, such as more proficient with writing holding a pen. Boys start puberty, have their second growth spurt and by the end of this phase they will likely be taller and stronger than girls.

16-19 At this stage of development they still have fragile growth plates and a wider variety of strength will be apparent.

Cognitive

0-3 To begin with they learn about objects largely by putting things in their mouth Bright colours, lights and bold patterns are things they respond to

Personal, Social and Emotional

0-3 All emotions are heightened and they cannot yet regulate them. Children at this stage of development do not yet have empathy for others. They have strong attachments to parents and may feel sad when they are separated from parents tantrums start due to frustrations.

3-7 They become more curious about the world around them wanting to investigate new things. They will be able to recall the order of events when something happens. 3-7 At this stage of development children become compassionate noticing other people's emotions. They begin to share, enjoy structure, routine and boundaries.

7-12 Children become aware of right and wrong. They can follow the rules during games.

12-16 Understanding strategy games such as chess as well as playing computer games may become an interest to them They will be unsure of subjects they dislike and lack in self-esteem.

16-19 They will develop an understanding of peoples point of view and be able to see the merit in it. Still needing advice at times due to a lack of life experience.

7-12 Becoming aware of other cultures and countries helps with being empathetic. Their friendships become more secure and are able to manage friend groups

12-16 They will be opinionated but also aware of politics ethics and religions. They become self aware and aware of consequences at this stage

16-19 They will be egocentric thinking their point of view is more important than others therefore lack empathy. Being overly dramatic is to be expected.

Speech, Language and Communication

0-3 The first form of communication is crying, they respond to familiar voices and other sounds Cooing and babbling then slowly progresses to speech

3-7 Having developed up to a 4000 word vocabulary before the end of this phase, at this point they never stop talking They enjoy asking questions often referred to as the why phase.

7-12 They will learn to anticipate future events and be able to explain why. Also learning to describe and explain their emotions and the choices they make

12-16 Children will learn sarcasm and different language styles, using their now 20,000 word vocabulary

16-19 Learn to use persuasion to get the result they want in various situations. They will also learn to infer the meaning behind what people say to them (read between the lines)

Question 1 Unit 1

Describe the expected pattern of children and young people's development from birth to 19 years, to include:

a) physical development

b) speech, language and communication development

c) cognitive development

d) personal, social and emotional development

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Physical

0-3 As they progress through this phase of childhood they will roll over, learn to crawl and start grasping things first with a palmer hold progressing to a pincer hold. Learning to climb walk and use the potty/toilet.

3-7 They will also be able to start using a tripod grasp. Balance will be improving so things like running, jumping and riding a bike/scooter are some of the physical activities they will learn.

7-12 Relying mainly on aerobic energy system they get most of their energy from oxygen (not their parents’ souls). For girls’ puberty usually begins during this stage of development as well as the second growth spurt usually finishing by age 14.

12-16 Reactions times will improve. Increasing their range of abilities Some may start a hobby based on fine motor skills.

16-19 Boys will continue to grow till they are in their midtwenties their voices will continue to change and facial hair and facial definition will also change. Girls will most likely have stopped growing by this point. Sexual development is well on the way for girls whereas boys will still be adjusting to this aspect of life.

Cognitive

0-3 From 8 months onward they learn to respond to routine and will notice/look for a missing object. Progressing to learn colours and body parts as well as animals

3-7 Children will learn to follow instructions with 3 or more steps Imagination begins to take shape with logical thinking and writing is learned.

7-12 Start discussing abstract thoughts and will be able to apply this to other aspects of life and learning.

12-16 They will want to feel accepted and have a sense of belonging. The idea of abstract thought becomes more clear They start using logic and applying to different aspects of life

16-19 Memory improves, which helps with higher education and future planning. They will have motivation with their own choices and be keen to progress in their chosen professional and personal lives.

Personal, Social and Emotional

0-3 They start to learn what they do and don’t like and enjoy expressing this. Wanting to do the things they enjoy and starting to develop an amount of in dependence (me do). They are egocentric enjoys imitating adults, want to please adults, parallel play alongside others

3-7 Becoming argumentative at this stage and yet quick to forgive They will become aware and therefore upset by mistakes and failures. Upset can be frequent due to wanting more independence and craving approval. Due to development in other areas they are able to express there concerns using imagination.

7-12 They start to become competitive during this stage and can be quite possessive

12-16 Hormones are playing a part in their development as well. There is a lack of self esteem caused by the massive changes of puberty. Children will start to look for peer approval

16-19 First experiences with love are also likely to happen during this stage of development. The making of long term plans and experience with committed relationships will help increase and strengthen their sense of community.

Speech, Language and Communication

0-3 Starting to mimic sounds they hear single syllables will be mixed in which then turns to words and by the end of this phase they know and use approximately 200 words and will be making short sentences consisting of 3-4 words

3-7 They will learn to use/understand past tense Children will enjoy recalling a story and passing on messages Reading and writing will start to develop

7-12 Develop an understanding of punctuation and spelling along with learning joined up handwriting with their growing vocabulary of up to 10 000 words. Making jokes will also be something they learn.

12-16 They will develop an understanding of poetry and fiction. Adult conflict will start due to the shift of seeking peer approval more than that of adults. Justifications for their actions and opinions will be apparent and often articulate.

16-19 They will have periods of quietness be comfortable with not filling the in the lull in conversation. They will be keen to choose discussion themes with their peer groups having developed a deeper understanding of the world and forming their own views

Explain how different aspects of development can affect one another.

Note: This is an example. A common mistake is learners writing about how health affects physical development as well as cognitive development, which is inappropriate for this question (but relevant to another question). Each type of development influences one another. The learners need to clearly show how one aspect of development has an impact on others. For example, if you have a speech development issue, then you will struggle making friends (social development) as you will struggle connecting with other people through speech. This may also impact your emotional development as you may feel sad, upset for not having friends.

The answer will only meet the criteria if:

The learner has explained the answer, e.g. used paragraphs to explain each section and area.

PassExamples

To meet the criteria the learner must include answers such as:

Physical Development, growth and gross/fine motor skills.

A lack of physical development can affect social and communication If someone has impaired physical development, then they are less likely to join in with physical activities like sports which wi l have an impact on making friends with their peers.

Emotional, understand and expressing feelings and empathy.

A lack of emotional development is highly likely to affect social and communication development Not being at the same emotiona maturity as your peers can result in a difference of interests and lack of empathy which is going to hinder making friends.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Physical Development, growth and gross/fine motor skills.

If the issue/disability also affects fine motor skills then writing using a book or calculator could lead to being hindered in intellectual development as well

Emotional, understand and expressing feelings and empathy.

Not being able to remain calm and collected during lessons (controlling waves of emotions) will hinder concentration and therefore intellectual development wi l also suffer

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Intellectual development, logical and abstract thinking.

A lack of intellectual development can affect physical development. If someone is unable to understand the need for proper nutrition and exercise then they are ikely to do and eat what pleases them especially in chi dren

Social and Communication, making friends, sharing, talking and improving society.

Social and communication is a big one This is something even the most extreme introverts still have to do to some degree Being able to effectively communicate is vital for intellectual development and this will suffer greatly without the ability to communicate.

Explain how different aspects of development can affect one another.

To meet the criteria the learner must include answers such as:

Physical development influencing social, communication & emotional development

A lack of physical development can affect social and communication.

If someone has impaired physical development, then they are less likely to join in with physical activities like sports which will have an impact on making friends with their peers.

This will likely also cause problems with emotional development, due to having a lot of negative feelings about being left out.

Emotional development influencing social, communication & physical development

A lack of emotional development is highly likely to affect social and communication development.

Not being at the same emotional maturity as your peers can result in a difference of interests and lack of empathy which is going to hinder making friends.

Emotional immaturity can cause issues with rule following during physical activities such as sports which will result in being left out.

Explain how different aspects of development can affect one another.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Physical development influencing cognitive/intellectual development

If the issue/disability also affects fine motor skills then writing, using a book or calculator could lead to being hindered in intellectual development as well.

Emotional development influencing cognitive/intellectual development

Not being able to remain calm and collected during lessons (controlling waves of emotions) will hinder concentration and therefore intellectual development will also suffer.

Remember

Explain how different aspects of development can affect one another.

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Cognitive/intellectual development influencing physical, social and emotional development

A lack of intellectual development can affect physical development. If someone is unable to understand the need for proper nutrition and exercise then they are likely to do and eat what pleases them especially in children.

Not being at the same intellectual level as your peers will result in social development problems which will lead to communication issues.

These can cause emotional developmental problems poor nutrition and exercise can leave someone lethargic and tired a lot which can cause emotional imbalance. Not being able to identify and express emotions would also be a factor.

Communication development influencing social, cognitive/intellectual, physical and emotional development

Social and communication is a big one. This is something even the most extreme introverts still have to do to some degree.

Being able to effectively communicate is vital for intellectual development and this will suffer greatly without the ability to communicate.

Sports and other physical activities often take place in a group environment so physical development will also suffer.

Without social cues and communication abilities processing and understanding emotions can be very difficult especially during toddler stage and adolescence.

Remember

Explain why effective communication is important developing positive relationships with children and young people and describe how to establish rapport and build respectful trusting relationships with children and young people.

a) Explain why effective communication is important in developing positive relationships with children and young people

b) Describe how to establish rapport and build respectful, trusting relationships

The answer will only meet the criteria if:

The learner has explained and described the answer, e.g. used paragraphs to explain and describe each section and area.

PassExamples

To meet the criteria the learner must include answers such as:

Why effective communication is important in developing positive relationships with children and young people

Good communication helps build strong and positive relationships with children and young people. When we speak clearly, isten carefully, and show interest in what they say they feel safe, respected, and understood

How to establish rapport and build respectful, trusting relationships

To build a good relationship with children and young people, it’s important to listen to them by paying attention when they speak and don’t interrupt This shows you care about what they are saying

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Why effective communication is important in developing positive relationships with children and young people

It also helps us understand their needs better and support their learning and development.

How to establish rapport and build respectful, trusting relationships

Show respect by treating them with respect no matter their age. Don’t talk down to them.

Be patient because sometimes they may take time to open up Be patient by giving them time to speak and give them space.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

a) Explain why effective communication is important in developing positive relationships with children and young people

b) Describe how to establish rapport and build respectful, trusting relationships

To meet the criteria the learner must include answers such as:

Why effective communication is important in developing positive relationships with children and young people

Good communication helps build strong and positive relationships with children and young people.

When we speak clearly, listen carefully, and show interest in what they say, they feel safe, respected, and understood.

This helps them trust us and feel more confident to share their thoughts and feelings.

How to establish rapport and build respectful, trusting relationships

To build a good relationship with children and young people, it’s important to listen to them by paying attention when they speak and don’t interrupt. This shows you care about what they are saying.

You need to use kind and friendly words by speaking in a calm and gentle way so they feel comfortable.

Be honest and fair by always be truthful and explain things clearly. If you make a mistake, say sorry.

a) Explain why effective communication is important in developing positive relationships with children and young people

b) Describe how to establish rapport and build respectful, trusting relationships

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Why effective communication is important in developing positive relationships with children and young people

It also helps us understand their needs better and support their learning and development.

How to establish rapport and build respectful, trusting relationships

Show respect by treating them with respect, no matter their age. Don’t talk down to them.

Be patient because sometimes they may take time to open up. Be patient by giving them time to speak and give them space.

You also need to use body language such as smile, make eye contact (if it’s comfortable for them), and use open gestures to show you are listening and interested.

Remember

Explain how being an effective role model can contribute to the development of professional relationships with children and young people.

The answer will only meet the criteria if:

The learner has explained the answer, e.g. used paragraphs to explain each section and area.

PassExamples

To meet the criteria the learner must include answers such as:

Being a good role model plays an important and key part in children forming the strong and professional relationships.

When as an adult we show the positive, motivational behaviours, speak kindly and act very respectfully with the children, it will encourage and motivate them to act and respond in the same way, like a mirror

Important benefit of being and having a positive role model is that it will help the children and the young children to build trust and respect.

When an adult is being very consistent in their behaviour being very honest constantly, being fair, helping others etc. it will enable the chi dren to begin to feel safe and more secure around them.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Important benefit of being and having a positive role model is that it will help the children and the young children to build trust and respect.

Children always observe and learn how to behave by observing the people around them. Once the chi dren started seeing the adults listening to them carefully solving the problems calmly and using good manners they are likely to pick up all of these behaviours by observing from the adu ts

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Important benefit of being and having a positive role model is that it will help the children and the young children to build trust and respect.

Role modelling also supports the emotional growth Just for example when a child is very upset and and then an adult responds to the children with the care and patience, this will enable the children to learn how to manage the emotions in a healthy way

As mentioned the children will learn form the adult, when adults listen, shows interest in thoughts, and treat with kindness chi dren feel valued.

Explain how being an effective role model can contribute to the development of professional relationships with children and young people.

To meet the criteria the learner must include answers such as:

The way how we act and behave will be noticed and copied by the children and young children and the same way they started to interact with the others.

When an adult is being very consistent in their behaviour being very honest constantly, being fair, helping others etc. it will enable the children to begin to feel safe and more secure around them.

Also, the key importance of keeping consistent is that it will help children to more likely to open up to the adult, which will help the children to strengthen the bond between the adult and the child.

Question 2

Explain how being an effective role model can contribute to the development of professional relationships with children and young people.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Children always observe and learn how to behave by observing the people around them.

Once the children started seeing the adults listening to them carefully, solving the problems calmly and using good manners, they are likely to pick up all of these behaviours by observing from the adults.

This will enable them to develops their social skills.

Remember

Question 2

Explain how being an effective role model can contribute to the development of professional relationships with children and young people.

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Role modelling also supports the emotional growth. Just for example, when a child is very upset and and then an adult responds to the children with the care and patience, this will enable the children to learn how to manage the emotions in a healthy way.

This will make them more confident over time and they start to express their feelings and understanding that their emotions are valid. Another important part of being a role model is helping the children to build their self-esteem. As mentioned the children will learn form the adult, when adults listen, shows interest in thoughts, and treat with kindness children feel valued.

Setting the clear boundaries through our actions is also very essential. The children will learn what is acceptable and what is not, and they start begin to develop a sense of accountability.

Remember

Identify and explain how to adapt communication with children and young people for:

a) the age and stage of development of the child or young person

b) the context of the communication

c) communication needs

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Note: This is an example only. Age and stage of development of the child or young person: The learners can explain the type of vocabulary used with children compared to young people (i.e teenagers). In other words, how would they talk to young children compared to teenagers? Context of the communication This is about the situation you are in or faced with. For example, your way of communication will be different when you are in a classroom compared to the playground or during a school trip. It will be different when you comfort a child who's upset compared to telling a child off. Communication needs: The learner should give at least 2 examples of communication needs (i.e English as second language, hard of hearing, not understanding metaphors - some children with autism interpret everything literally - visually impaired etc.) and explain how to adapt their communication methods with them.

The

answer will only meet the criteria if:

The learner has identified different methods of communication to meet the needs of children and young people and explained the answer, e.g. used headings to identify the factor and paragraphs to explain each section and area.

PassExamples

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Age and Stage Development

Who you talk to will dictate the type of words to use and the type of language to use simpler sentences with children, more complex with older children, more technica words with young people using sarcasm, irony and different styles of speech when putting across your message with young people, but using a more straightforward type of language with children

Context

If the teacher or TA notice a child who is becoming sleepy during lesson time, they may communicate in a louder and harsher tone

Communication Needs

For speech and language delays, I wil speak clearly and slow y using simp e language and repeating the words again I also use pictures or hand gestures, facial expressions to make them understand

0-3 | Age and Stage Development

During this stage and age the communication with the child is not more verbal majority is by gestures, tone of voice and facial expressions

4-7 | Age and Stage Development

Children in this group is that they are learning to express themselves more c early, but I need to provide more help them understanding new ideas etc.

Context

This is to keep the child awake and ensure they are following along with the lesson. It also means that the communication is clear and precise therefore making it easier for the chi d to understand an intake

Communication Needs

I d be patient and give them extra time to respond. It’s important to face the child when talking so they can see my mouth and expressions.

Exemplary Examples

To meet the criteria the learner must include answers such as: (mustmeet) (shouldmeet) (ideallymeet)

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

0-3 | Age and Stage Development

I use ots of repetition (it's mainly because we need make the work get into the child brain) and I point to the object and name them again and again. Also, I smile a lot with lot of cheerful tone which help the child to build trust and it wil encourage the child to respond.

4-7

| Age and Stage Development

I will always use very simple language and speak slowly, often use the pictures or toys to explain stuff I will give them the time to answer and also ask lots of open ended questions like what do you think? etc to help them build confidence

8-12 | Age and Stage Development

I would explain things very clearly with more examples it relates to. Also I wil encourage them to ask many questions and also I will ask them to share their thoughts in their own way It's mainly because it will he p build two-way communication and mutual respect.

Identify and explain how to adapt communication with children and young people for:

a) the age and stage of development of the child or young person

b) the context of the communication

c) communication needs

To meet the criteria the learner must include answers such as:

Age and Stage Development

Who you talk to will dictate the type of words to use and the type of language to use: simpler sentences with children, more complex with older children, more technical words with young people; using sarcasm, irony and different styles of speech when putting across your message with young people, but using a more straightforward type of language with children (sentence continued in ‘good examples’ section)

Context

If the teacher or TA notice a child who is becoming sleepy during lesson time, they may communicate in a louder and harsher tone.

On the other hand, sometimes the child has to be spoken to in an informal manner whilst in a formal manner in other situations. For example, if you have given the child a verbal warning for poking the pencil in another child’s hand, they would need to be spoken to in a formal manner to sound more authoritative.

Communication Needs

Speech and language delay, hearing impairment, autism, language issues are some of the areas the children need support. For speech and language delays, I will speak clearly and slowly using simple language and repeating the words again. I also use pictures or hand gestures, facial expressions to make them understand.

With autism, I would use gestures, visuals, or even sign language if needed, and make sure background noise is kept to a minimum. Visual supports like routines or schedules are helpful... (sentence continued in ‘good examples’ section)

Identify and explain how to adapt communication with children and young people for:

a) the age and stage of development of the child or young person

b) the context of the communication

c) communication needs

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Age and Stage Development

(sentence from ‘pass examples’ continued here) (as they won’t get sarcasm or irony, for example).

New Born and Toddlers (0-3 years):

During this stage and age the communication with the child is not more verbal majority is by gestures, tone of voice and facial expressions. The sentence will be very short and very simple.

Young Children (4-7 years):

Children in this group is that they are learning to express themselves more clearly, but I need to provide more help them understanding new ideas etc.

Older Children (8-12 years):

This is the age and stage the children started to understand more and in detail and clearly by themselves. The information they gain is massive.

Context

This is to keep the child awake and ensure they are following along with the lesson. It also means that the communication is clear and precise, therefore making it easier for the child to understand an intake.

This is because you have warned them before and they have now continued to carry out a silly and incorrect act. Therefore, they need to be spoken to in an effective way that may instil fear of a harsh punishment; such as no play time or they have to complete extra homework.

Communication Needs

I’d be patient and give them extra time to respond. It’s important to face the child when talking, so they can see my mouth and expressions.

(sentence from ‘pass examples’ continued here) and I would try to keep communication consistent and predictable.

Remember

Question 3

Identify and explain how to adapt communication with children and young people for:

a) the age and stage of development of the child or young person

b) the context of the communication

c) communication needs

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Age and Stage Development

New Born and Toddlers (0-3 years):

I use lots of repetition (it's mainly because we need make the work get into the child brain) and I point to the object and name them again and again. Also, I smile a lot with lot of cheerful tone which help the child to build trust and it will encourage the child to respond.

Young Children (4-7 years):

I will always use very simple language and speak slowly, often use the pictures or toys to explain stuff. I will give them the time to answer and also ask lots of open ended questions like what do you think? etc to help them build confidence.

Older Children (8-12 years):

I would explain things very clearly with more examples it relates to. Also I will encourage them to ask many questions and also I will ask them to share their thoughts in their own way. It's mainly because it will help build twoway communication and mutual respect.

Unit 2

Factors that can influence a customer's first impressions

a) State what a first impression is and identify ways in which you can influence a first impression.

b) List potential factors that can influence a customers’ first impression and state the importance of different factors that can influence a customer.

First Impression: An idea, feeling, or opinion about something or someone, especially one formed without conscious thought or on the basis of little evidence

Potential factors: Advertising, previous experiences, word of mouth

Customer: Both internal and external customers

Personal presentation: Appearance, body language and behaviours e.g. friendly approach, courtesy and respect, punctuality and being in the right place at the right time

A first impression can be influenced: Assumptions, beliefs and values, previous interaction/experience

What skills can help: Communication, empathy, conflict management, questioning, problem solving, active listening

The answer will only meet the criteria if:

Note: A customer can be a parent, colleague, mentor etc.

The learner has stated the answer and listed potential factors, e.g. used paragraphs to state and identify the impression, and a list to give potential factors

PassExamples

To meet the criteria the learner must include answers such as: (mustmeet)

Customer First Impressions

A first impression is the initial feeling or opinion that someone forms about you, often quickly and without much conscious thought. It can be formed by your appearance, behaviour and communication style.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Customer First Impressions

Potential factors that can influence a customer’s first impression:

Dressing appropriately – this shows professionalism

Maintaining good hygiene – this also shows professionalism

Body language – smiling and making eye contact help to build rapport

Speaking clearly and actively listening – this helps to build a good relationship

Responding appropriately to other people’s emotions – this signals professiona ism, reliabi ity and approachability

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Factors that can influence a customer's first impressions

a) State what a first impression is and identify ways in which you can influence a first impression.

b) List potential factors that can influence a customers’ first impression and state the importance of different factors that can influence a customer.

Example ‘Pass’ Answers

First Impression: An idea, feeling, or opinion about something or someone, especially one formed without conscious thought or on the basis of little evidence

Potential factors: Advertising, previous experiences, word of mouth

Customer: Both internal and external customers

Personal presentation: Appearance, body language and behaviours e.g. friendly approach, courtesy and respect, punctuality and being in the right place at the right time

A first impression can be influenced: Assumptions, beliefs and values, previous interaction/experience

What skills can help: Communication, empathy, conflict management, questioning, problem solving, active listening

To meet the criteria the learner must include answers such as:

Customer First Impressions

A first impression is the initial feeling or opinion that someone forms about you, often quickly and without much conscious thought.

It can be formed by your appearance, behaviour and communication style.

You can influence a first impression that someone forms of you by presenting yourself in a way that reflects confidence, respect, and professionalism.

This would include dressing appropriately, using friendly body language, being punctual and courteous.

Question 4

Factors that can influence a customer's first impressions

a) State what a first impression is and identify ways in which you can influence a first impression.

b) List potential factors that can influence a customers’ first impression and state the importance of different factors that can influence a customer.

First Impression: An idea, feeling, or opinion about something or someone, especially one formed without conscious thought or on the basis of little evidence

Potential factors: Advertising, previous experiences, word of mouth

Customer: Both internal and external customers

Personal presentation: Appearance, body language and behaviours e.g. friendly approach, courtesy and respect, punctuality and being in the right place at the right time

A first impression can be influenced: Assumptions, beliefs and values, previous interaction/experience

What skills can help: Communication, empathy, conflict management, questioning, problem solving, active listening

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Customer First Impressions

Potential factors that can influence a customer’s first impression:

Dressing appropriately – this shows professionalism

Maintaining good hygiene – this also shows professionalism

Body language – smiling and making eye contact help to build rapport

Speaking clearly and actively listening – this helps to build a good relationship

Responding appropriately to other people’s emotions – this signals professionalism, reliability and approachability

Remember

How can you create a positive first impression?

a) Identify at least 2 skills that can help create a good first impression and describe how personal presentation can impress a customer.

b) Identify at least 3 ways to make a confident introduction and describe how your personality can affect a customers’ first impression

c) Outline the role of body language in customer interactions.

First Impression: An idea, feeling, or opinion about something or someone, especially one formed without conscious thought or on the basis of little evidence

Potential factors: Advertising, previous experiences, word of mouth

Customer: Both internal and external customers

Personal presentation: Appearance, body language and behaviours e.g. friendly approach, courtesy and respect, punctuality and being in the right place at the right time

A first impression can be influenced: Assumptions, beliefs and values, previous interaction/experience

What skills can help: Communication, empathy, conflict management, questioning, problem solving, active listening

The answer will only meet the criteria if:

Note: A customer can be a parent, colleague, mentor etc.

The learner has identified the skills and ways to make a positive first impression, and outlined roles of body language, e.g. used paragraphs to identify and explain the impressions, and a list to outline different roles of body language

PassExamples

To meet the criteria the learner must include answers such as:

Positive First Impressions

You can help to create a good first impression by ensuring good communication and also showing empathy Personal presentation is also very important as this shows professionalism and signals approachability and reliability.

Three ways to make a confident introduction:

1) Smile and make eye contact – this shows friendliness and confidence

2) Speak clearly and give your name – this helps others remember you and sets a professional tone

3) Use a positive opening line – start with something upbeat like “it’s great to meet you”

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Positive First Impressions

Conversely being cold and insincere will potentia ly lead to a negative first impression and hinder the building of a positive relationship

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

How can you create a positive first impression?

a) Identify at least 2 skills that can help create a good first impression and describe how personal presentation can impress a customer.

b) Identify at least 3 ways to make a confident introduction and describe how your personality can affect a customers’ first impression

c) Outline the role of body language in customer interactions.

Example ‘Pass’ Answers

First Impression: An idea, feeling, or opinion about something or someone, especially one formed without conscious thought or on the basis of little evidence

Potential factors: Advertising, previous experiences, word of mouth

Customer: Both internal and external customers

Personal presentation: Appearance, body language and behaviours e.g. friendly approach, courtesy and respect, punctuality and being in the right place at the right time

A first impression can be influenced: Assumptions, beliefs and values, previous interaction/experience

What skills can help: Communication, empathy, conflict management, questioning, problem solving, active listening

To meet the criteria the learner must include answers such as:

Positive First Impressions

You can help to create a good first impression by ensuring good communication and also showing empathy. Personal presentation is also very important as this shows professionalism and signals approachability and reliability.

Three ways to make a confident introduction:

1) Smile and make eye contact – this shows friendliness and confidence

2) Speak clearly and give your name – this helps others remember you and sets a professional tone

3) Use a positive opening line – start with something upbeat like “it’s great to meet you”

Your personality can impact the first impression that you make, so it’s important to always display a warm and friendly personality to make others feel comfortable. Being genuine and enthusiastic helps to build trust and leaves a lasting impression.

Body language is a powerful non-verbal tool that shapes how others see you. Things like eye contact, facial expressions, posture and gestures all help to build strong, respectful relationships with customers.

How can you create a positive first impression?

a) Identify at least 2 skills that can help create a good first impression and describe how personal presentation can impress a customer.

b) Identify at least 3 ways to make a confident introduction and describe how your personality can affect a customers’ first impression

c) Outline the role of body language in customer interactions.

First Impression: An idea, feeling, or opinion about something or someone, especially one formed without conscious thought or on the basis of little evidence

Potential factors: Advertising, previous experiences, word of mouth

Customer: Both internal and external customers

Personal presentation: Appearance, body language and behaviours e.g. friendly approach, courtesy and respect, punctuality and being in the right place at the right time

A first impression can be influenced: Assumptions, beliefs and values, previous interaction/experience

What skills can help: Communication, empathy, conflict management, questioning, problem solving, active listening

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Customer First Impressions

Conversely, being cold and insincere will potentially lead to a negative first impression and hinder the building of a positive relationship.

Remember

Define what is meant by:

a) diversity

b) equality

c) inclusion

d) discrimination

The answer will only meet the criteria if:

The learner has defined the given terms, e.g. stated the meaning of the terms using paragraphs

PassExamples

To meet the criteria the learner must include answers such as: (mustmeet)

Diversity

Diversity refers to the recognition and valuing of differences among people These differences can include:

Race ethnicity and culture

Gender and sexual orientation

Age and physical abilities

Religion and beliefs

Equality

Equality means ensuring that everyone has fair access to opportunities and resources regardless of their personal characteristics

Inclusion

Inclusion is about creating environments where everyone feels welcomed, respected, and va ued It means:

Active y involving people from all backgrounds

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Equality

It involves Treating people fairly and without bias Removing barriers that prevent people from reaching their potential Providing the same chances to succeed, but not necessarily treating everyone the same

Discrimination

It can be direct such as refusing someone a job due to their ethnicity or indirect such as applying a rule that disadvantages a particu ar group. It can also be harassment or victimisation related to protected characteristics.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Example ‘Pass’ Answers

Define what is meant by:

a) diversity

b) equality

c) inclusion

d) discrimination

To meet the criteria the learner must include answers such as:

Diversity

Diversity refers to the recognition and valuing of differences among people.

These differences can include:

Race, ethnicity, and culture

Gender and sexual orientation

Age and physical abilities

Religion and beliefs

Equality

Equality means ensuring that everyone has fair access to opportunities and resources, regardless of their personal characteristics. (list of areas of term found in ‘good examples’ section)

Inclusion

Inclusion is about creating environments where everyone feels welcomed, respected, and valued.

It means:

Actively involving people from all backgrounds (list of areas of term continued in ‘good examples’ section)

Discrimination

Discrimination is where individuals are treated unfairly or prejudiced based on characteristics such as age, race, gender, religion or sexual orientation.

Define what is meant by:

a) diversity

b) equality

c) inclusion

d) discrimination

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Diversity

No examples available for this section

It involves:

Equality

Treating people fairly and without bias

Removing barriers that prevent people from reaching their potential

Providing the same chances to succeed, but not necessarily treating everyone the same

Inclusion

Making sure that individuals can fully participate in activities, decisions, and services

Removing physical, social, and emotional barriers to participation

Discrimination

It can be direct such as refusing someone a job due to their ethnicity or indirect such as applying a rule that disadvantages a particular group. It can also be harassment or victimisation related to protected characteristics.

Remember

Describe how direct or indirect discrimination may occur in the work setting and explain how practices that support diversity, equality and inclusion reduce the likelihood of discrimination.

The answer will only meet the criteria if:

The learner has described what direct/indirect discrimination is and given examples of both, and explained how workplaces can reduce the likelihood of these instances occurring, e.g. used paragraphs to describe and explain direct/indirect discrimination

PassExamples

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Exemplary Examples

To meet the criteria the learner must include answers such as: (mustmeet) (shouldmeet) (ideallymeet)

Direct Discrimination

Direct discrimination happens when someone is treated unfairly or less favourably because of a protected characteristic (e g. age, race, disability or gender). An example being paying a female colleague less than a male colleague for the same role or excluding someone from training due to a disability

Indirect Discrimination

Indirect discrimination occurs when a policy or practice is applied to everyone but unintentionally disadvantages a particular group. For example, a dress code that doesn’t allow hijabs or turbans.

Practices in the workplace to help reduce the likelihood of these instances inc ude challenging bias and stereotyping through training and awareness making reasonable adjustments for individual needs, and clear anti discrimination policies and procedures

No examples available for this question

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Identify current legislation and guidance and codes of practice relevant to equality, diversity and inclusion and discrimination.

PassExamples

The answer will only meet the criteria if:

The learner has identified identified legislation, guidance and codes of practice, e.g. used bullet points to list each.

GoodExamples

Exemplary Examples

For

Identify current legislation and guidance and codes of practice relevant to equality, diversity and inclusion and discrimination.

To meet the criteria the learner must include answers such as:

Current Legislation and Guidance and Codes of Practice

Equality Act 2010

SEND (special educational needs and disability) code of practice

Equality Act 2010

Human Rights Act 1998

Care Act 2014

Example ‘Pass’ Answers Remember

Identify current legislation and guidance and codes of practice relevant to equality, diversity and inclusion and discrimination.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Current Legislation and Guidance and Codes of Practice

Equality Act 2010 - protects against unfair treatment based on 9 protected characteristics (age, disability, gender reassignment, marriage and civil partnership, race, pregnancy, religion or beliefs, sex, and sexual orientation)

Human Rights Act 1998 - this ensures rights such as respect for private and family life, protection from discrimination, and freedom of thoughts, belief and religion

Care Act 2014 - this focuses on promoting individual wellbeing and safeguarding dignity. It emphasises equality, diversity, and protection from discrimination in care settings.

Children and Families Act 2014

UN Convention on the Rights of the Child 1989

Data Protection Act 2018 & GDPR – this ensures that personal data is handled fairly and lawfully. It protects individuals’ privacy and supports inclusive practices.

Describe how to interact with individuals in an inclusive way

The answer will only meet the criteria if:

The learner has described how to interact with individuals inclusively, e.g. used paragraphs/bullet points to comment on ways to interact with individuals inclusively

PassExamples

To meet the criteria the learner must include answers such as:

Interacting with Individuals

Interacting with individuals in an inclusive way means making sure that everyone feels respected valued and is able to fully participate regardless of their background, abilities or preferences. Here are a few examples of how we can do this:

1) Respecting Individual Differences – acknowledging and celebrating diversity in cultures, beliefs, languages and abilities. Also avoiding stereotypes and treating each person as an individual

2) Using Inclusive Communications – speaking clearly and respectfully whi st adapting your style to suit the individuals needs This could be simplifying language using visual aids or non verbal cues, being thoughtful ensures that everyone can be involved

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

3) Make Reasonable Adjustment – this is about removing barriers to participation. It could mean providing translation too s, assistive devices or flexib e arrangements. No examples available for this question

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Example ‘Pass’ Answers

Describe how to interact with individuals in an inclusive way

To meet the criteria the learner must include answers such as:

Interacting With Individuals

Interacting with individuals in an inclusive way means making sure that everyone feels respected, valued, and is able to fully participate regardless of their background, abilities or preferences. Here are a few examples of how we can do this:

1) Respecting Individual Differences – acknowledging and celebrating diversity in cultures, beliefs, languages and abilities. Also, avoiding stereotypes and treating each person as an individual

2) Using Inclusive Communications – speaking clearly and respectfully whilst adapting your style to suit the individuals needs. This could be simplifying language, using visual aids or non verbal cues, being thoughtful ensures that everyone can be involved.

3) Make Reasonable Adjustment – this is about removing barriers to participation. It could mean providing translation tools, assistive devices or flexible arrangements.

Describe ways in which discrimination may be challenged in adult social care settings

The answer will only meet the criteria if:

The learner has described ways discrimination may be challenged e.g. used paragraphs/bullet points to comment on ways discrimination may be challenged

PassExamples

To meet the criteria the learner must include answers such as:

Challenging discrimination in adult social care settings is essential for creating an inclusive environment where everyone feels safe and valued.

Examples of how this could be challenged include, providing regular staff training, reviewing and updating staff policies, ensuring that services are available to all (including those with disabilities or language barriers), and using staff feedback to constantly improve.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

examples available for this question

Example ‘Pass’ Answers

Describe ways in which discrimination may be challenged in adult social care settings

To meet the criteria the learner must include answers such as:

Challenging Discrimination

Challenging discrimination in adult social care settings is essential for creating an inclusive environment where everyone feels safe and valued.

It is essential to create a safe space for staff and service users to flag concerns and that leaders model inclusive behaviour and challenge discrimination.

You identified current legislation and guidance relevant to equality, diversity and inclusion within question 3, please now:

Describe how policies in schools and colleges support the rights of all children and young people to participation and equality of access.

The answer will only meet the criteria if:

The learner has described ways policies in schools and colleges support children’s rights e.g. used paragraphs/bullet points to comment on ways to support children’s rights

PassExamples

To meet the criteria the learner must include answers such as:

Special educational needs and disabilities (SEND) policy This informs staff parents and carers about the arrangements and responsibilities the school has for meeting the needs of the children and young people with SEND. This policy is in place to support the rights of all children and young people to participate and access learning.

The equality and diversity policy aims to ensure equa opportunities for al pupils, staff, parents and carers regardless of their gender race disability belief and sexual orientation

PSHE policy (personal, social health and economic) education. This policy out ines how the school helps pupils to develop the skil s and attitudes they need to live confident healthy and happy lives.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Girls and boys. Pupils from different faiths

Pupils from minority groups such as travellers or refugees. Children who need support to learn English Children with additional learning needs (SEN)

Gifted and talented children.

Sick children

Children with behavioural difficulties.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 6

You identified current legislation and guidance relevant to equality, diversity and inclusion within question 3, please now:

Describe how policies in schools and colleges support the rights of all children and young people to participation and equality of access.

To meet the criteria the learner must include answers such as:

Rights of all children and young people

Special educational needs and disabilities (SEND) policy. This informs staff, parents and carers about the arrangements and responsibilities the school has for meeting the needs of the children and young people with SEND.

This policy is in place to support the rights of all children and young people to participate and access learning. The Inclusion policy sets out how the school creates a sense of belonging for all pupils and ensures equal opportunities are provided for all children... (examples listed in ‘good examples’ section)

The equality and diversity policy aims to ensure equal opportunities for all pupils, staff, parents and carers regardless of their gender, race, disability, belief and sexual orientation.

PSHE policy (personal, social, health and economic) education. This policy outlines how the school helps pupils to develop the skills and attitudes they need to live confident, healthy and happy lives.

The above policies are implemented by schools and colleges to support the rights of all children and young people.

Remember

Question 6

You identified current legislation and guidance relevant to equality, diversity and inclusion within question 3, please now:

Describe how policies in schools and colleges support the rights of all children and young people to participation and equality of access.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Rights of all children and young people

Girls and boys

Pupils from different faiths

Pupils from minority groups such as travellers or refugees

Children who need support to learn English

Children with additional learning needs (SEN)

Gifted and talented children

Sick children

Children with behavioural difficulties

Remember

Identify benefits of valuing and promoting diversity in a learning environment.

The answer will only meet the criteria if:

The learner has identified benefits of diversity e.g. used paragraphs to list ways diversity benefits learning environments

PassExamples

To meet the criteria the learner must include answers such as:

It is essentia to value and promote diversity in schools and colleges. This achieves a sense of belonging and acceptance for all pupils. When young people feel accepted, valued and respected for who they are, they thrive, feel safe and confident to access learning Feeling secure means they can build positive relationships and deve op a healthy self-esteem

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

A diverse learning environment benefits all and leads to open mindedness and creativity. It also leads to children developing an acceptance of each other and respecting their differences. This encourages children to be kind and supportive through to adulthood

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 7

Identify benefits of valuing and promoting diversity in a learning environment.

To meet the criteria the learner must include answers such as:

Valuing and promoting diversity

It is essential to value and promote diversity in schools and colleges. This achieves a sense of belonging and acceptance for all pupils. When young people feel accepted, valued and respected for who they are, they thrive, feel safe and confident to access learning. Feeling secure means they can build positive relationships and develop a healthy self-esteem.

Remember

Question 7

Identify benefits of valuing and promoting diversity in a learning environment.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Valuing and promoting diversity

Remember

Question 1 Review

List influences on own career choices and justify why you wish to pursue this career.

What has made you want to choose this career?

The answer will only meet the criteria if:

The learner has listed influences on their own career and gave a justification on why they wished to follow this career e.g. made a list of the influences using bullet points, and used paragraphs to give an appropriate explanation as to why they wished to follow this career.

PassExamples

To meet the criteria the learner must include answers such as:

A teacher at the primary school I volunteer at told me about teaching assistant job

I have friends who influenced my career choices. I watched a TV programme on education at a primary school, and I saw how teaching assistants supported the children

I am embarking upon a new career as a Teaching Assistant as children’s development and happiness is something which I am extremely passionate about I have worked in Banking for over 24 years, but wanted to do something more fulfilling and rewarding. Having volunteered at my ocal primary school for an hour per week for the last 7 years, it was always a dream to be able to become a TA as my main job. Thanks to a voluntary redundancy opportunity I am able to fund this career change

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Another inf uence is some of the children that I’ve met through my volunteering in primary schools. Some children have an extremely difficult home life and seeing the influence that school and their teacher has on them and their development has been really moving

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 1

List influences on own career choices and justify why you wish to pursue this career.

Note: What has made you want to choose this career? An influence is something that affects or changes how someone thinks, feels, or behaves. It can come from people, experiences, the environment, or even media.

To meet the criteria the learner must include answers such as:

Influences

A teacher at the primary school I volunteer at told me about teaching assistant job. I have friends who influenced my career choices. I watched a TV programme on education at a primary school, and I saw how teaching assistants supported the children.

I am embarking upon a new career as a Teaching Assistant as children’s development and happiness is something which I am extremely passionate about. I have worked in Banking for over 24 years, but wanted to do something more fulfilling and rewarding. Having volunteered at my local primary school for an hour per week for the last 7 years, it was always a dream to be able to become a TA as my main job. Thanks to a voluntary redundancy opportunity, I am able to fund this career change.

Remember

Question 1

List influences on own career choices and justify why you wish to pursue this career.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Influences

Influences on my career choice are my former high school maths teacher who was incredible at explaining things and always told me to ask ‘why’ until I understood something. Another influence is some of the children that I’ve met through my volunteering in primary schools. Some children have an extremely difficult home life and seeing the influence that school and their teacher has on them and their development has been really moving.

Remember

Question 2 Review

Evaluate information about careers and progression opportunities from a variety of sources and explain different career options.

The answer will only meet the criteria if:

The learner has evaluated careers and progression opportunities and explained career options e.g. used paragraphs to evaluate and explain career and progression opportunities.

PassExamples

To meet the criteria the learner must include answers such as:

The entry level job of a Teaching Assistant is level 2 which focuses on basic classroom support The next step of progression is level 3 upon completion of the qualification, which comes with greater responsibility including planning activities leading small group sessions and supporting assessments.

A good place to initiate is by browsing officia career websites available, Prospects uk or National Careers Service are examples in the UK They offer comprehensive resources with up-to-date information on job ro es average salaries, entry requirements, and progression routes.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

It is essential to gather and assess information from a variety of reliable sources to make informed decisions when planning a career as it is something we wil spend most of our lives pursuing. Different sources provide different kinds of insights, and evaluating their usefu ness helps identify realistic opportunities and set steps to follow to ensure progression.

Likewise, if we are more certain on what career is viable for us scanning educational institutions and university career services can be a valuab e source of information with tailored advice access to a umni networks, job fairs, and internship opportunities.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

sometimes open doors through recommendations or work CPD (Continuing Professional Development), and updates on sector-specific standards and expectations. Similarly seeking guidance from mentors, professional and tutors, for examp e offers unique experience-based insights.

These individuals can share the challenges and rewards of their work, offer guidance and shadowing opportunities

Question 2 Review

Evaluate information about careers and progression opportunities from a variety of sources and explain different career options.

Example ‘Pass’ Answers

To meet the criteria the learner must include answers such as:

Careers and Progression

The entry level job of a Teaching Assistant is level 2, which focuses on basic classroom support. The next step of progression is level 3 upon completion of the qualification, which comes with greater responsibility including planning activities, leading small group sessions and supporting assessments.

The progression from level 3 is High Level Teaching Assistant (HLTA) upon successful completion of the level 4 qualification. A HLTA has more responsibility for planning and delivering lessons as well as covering teacher absence and providing SEND support.

In order to complete the level 4 qualification, you need to be an experienced TA in a role and have the support of your Head Teacher.

A good place to initiate is by browsing official career websites available, Prospects uk or National Careers Service are examples in the UK. They offer comprehensive resources with up-to-date information on job roles, average salaries, entry requirements, and progression routes.

For instance, Prospects details the academic and professional pathways into teaching, heritage work, and academic research, which is particularly helpful for someone interested in education and archaeology... (sentence continued in the ‘good examples’ section)

In relation to the last option, Professional bodies and Industry Associations help stay informed about career development, training... (sentence continued in the ‘exemplary examples’ section)

Question 2 Review

Evaluate information about careers and progression opportunities from a variety of sources and explain different career options.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Careers and Progression

It is essential to gather and assess information from a variety of reliable sources to make informed decisions when planning a career, as it is something we will spend most of our lives pursuing.

Different sources provide different kinds of insights, and evaluating their usefulness helps identify realistic opportunities and set steps to follow to ensure progression.

(continued from ‘pass examples’ section) such as myself.

Likewise, if we are more certain on what career is viable for us, scanning educational institutions and university career services can be a valuable source of information with tailored advice, access to alumni networks, job fairs, and internship opportunities.

Remember

Question 2 Review

Evaluate information about careers and progression opportunities from a variety of sources and explain different career options.

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Careers and Progression

(continued from ‘pass examples’ section) sometimes open doors through recommendations or work CPD (Continuing Professional Development), and updates on sector-specific standards and expectations. Similarly, seeking guidance from mentors, professional and tutors, for example, offers unique, experience-based insights.

These individuals can share the challenges and rewards of their work, offer guidance, and shadowing opportunities.

Remember

Question 3 Review

Select situations where learners can interact with experienced people and describe ways to benefit from working with more experienced people

The answer will only meet the criteria if:

The learner has selected situations and described how they benefited from working with more experienced people, e.g. used bullet points to list the situations and gave a description using full sentences to describe the identified ways.

PassExamples

To meet the criteria the learner must include answers such as:

Situations where learners can interact with experience people include:

Classroom Observations – sitting in on lessons and observing behaviour management and pupil engagement in action This is really useful to get a real understanding of the role and even pick up some tips

Team Meetings – sit in on staff briefing sessions planning sessions and if possible, SEND support meetings. This is useful to get a feel for current issues and an understanding of action taken

Mentoring / Shadowing – shadow an experience TA and observe their routines and ask them relevant questions to gain an in-depth understanding of the role.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

It’s really helpful to have a good chat with someone experienced as you can ask lots of questions to get a real on the ground insight into how things work. You may even want to consider asking someone experienced to mentor you as you can bounce ideas off them and get their advice to help you be successful in your role They can observe you and offer their advice and guidance to help you get even better at your job

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Experienced people often have a good network of contacts, so can help with who you need to speak to in certain situations, which can save you time and make sure that things are done correctly.

Question 3 Review

Select situations where learners can interact with experienced people and describe ways to benefit from working with more experienced people

To meet the criteria the learner must include answers such as:

Careers and Progression

Situations where learners can interact with experience people include:

Classroom Observations – sitting in on lessons and observing behaviour management and pupil engagement in action. This is really useful to get a real understanding of the role and even pick up some tips.

Team Meetings – sit in on staff briefing sessions, planning sessions and if possible, SEND support meetings. This is useful to get a feel for current issues and an understanding of action taken.

Mentoring / Shadowing – shadow an experience TA and observe their routines and ask them relevant questions to gain an in-depth understanding of the role

Working with more experienced people is a great opportunity to learn as watching someone already in the role gives you a great insight and lots of hints and tips. It’s helpful to see the way someone experienced handles the challenges or the role as you can learn from this and avoid potential issues if you experience the same situation when in role.

The above are example answers, the learners answer does not need to be exact to those given above but these should be used as an indication for the

Question 3 Review

Select situations where learners can interact with experienced people and describe ways to benefit from working with more experienced people

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Careers and Progression

INSET days – ask to attend an INSET day to see the professional development in action and then observe how staff implement new techniques.

It’s really helpful to have a good chat with someone experienced as you can ask lots of questions to get a real on the ground insight into how things work.

You may even want to consider asking someone experienced to mentor you as you can bounce ideas off them and get their advice to help you be successful in your role.

They can observe you and offer their advice and guidance to help you get even better at your job.

Remember

Question 3 Review

Select situations where learners can interact with experienced people and describe ways to benefit from working with more experienced people

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Careers and Progression

Experienced people often have a good network of contacts, so can help with who you need to speak to in certain situations, which can save you time and make sure that things are done correctly.

Remember

Question 4 Review

Describe effective working methods demonstrated by a more experienced person and describe why these ways of working are effective

The answer will only meet the criteria if:

The learner has described effective working methods and described why these are effective e.g. used paragraphs to describe these working methods

PassExamples

To meet the criteria the learner must include answers such as:

I have completed volunteering and shadowing in 4 different educational settings and these are the top effective working methods that I’ve observed:

Adaptable Communications – this inc udes using different methods of communication tailored to the child’s needs, such as Makaton or visual aids This creates an inclusive environment where al children can be their best on an equal basis.

Proactive Support – anticipating the child’s needs and preparing resources or interventions in advance. I witnessed one TA who proactively sent home a quick and easy to follow exercise for a child to practice at home as they were behind on phonics. This supports the child to be their best improve their confidence, and progress their learning.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

I have completed volunteering and shadowing in 4 different educational settings and these are the top effective working methods that I’ve observed:

Team Collaboration – working with the teacher to deliver lesson objectives and sharing any observations, insights and learning barriers relating to children during p anning meetings. This works well as the both parties are fully informed and can make decisions in the best interests of the children. This could include IEP referrals where evidence suggests that there are concerns.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 4 Review

Describe effective working methods demonstrated by a more experienced person and describe why these ways of working are effective

To meet the criteria the learner must include answers such as:

Effective Working Methods

Situations where learners can interact with experience people include:

Adaptable Communications – this includes using different methods of communication tailored to the child’s needs, such as Makaton or visual aids. This creates an inclusive environment where all children can be their best on an equal basis.

Proactive Support – anticipating the child’s needs and preparing resources or interventions in advance. I witnessed one TA who proactively sent home a quick and easy to follow exercise for a child to practice at home as they were behind on phonics. This supports the child to be their best, improve their confidence, and progress their learning.

Individualised Learning – this includes 1-2-1 work as well as small groups where the learning pace and level is tailored to the child / group. This works well as the learning is appropriate to the stage that the child is at. It increases confidence and academic ability as children aren’t struggling to keep up with work that is the wrong level for them.

Consistent Routines and Boundaries – role model behaviour and clear expectation of the class including positive reinforcement strategies. Children like routines and to know what is coming next and what is expected of them. This helps to reinforce the right behaviour and therefore encourages the right learning environment for the children to thrive.

Question 4 Review

Describe effective working methods demonstrated by a more experienced person and describe why these ways of working are effective

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Effective Working Methods

Situations where learners can interact with experience people include:

Team Collaboration – working with the teacher to deliver lesson objectives and sharing any observations, insights and learning barriers relating to children during planning meetings. This works well as the both parties are fully informed and can make decisions in the best interests of the children. This could include IEP referrals where evidence suggests that there are concerns.

Question 5 Review

Select examples of a skill or process learnt from others with more experience and describe how to use what has been learnt to improve own performance

The answer will only meet the criteria if:

The learner has selected these skills and described how to use selected skills to improve e.g. used paragraphs to describe these working methods

PassExamples

To meet the criteria the learner must include answers such as:

Behaviour Management Techniques

I observed an experienced TA use prompt cards to a non verbal autistic child to prompt them that they might want to go outside to take some time out. It was really impressive as the child recognised that this was the right decision for them and they went outside and avoided what could have been a potential meltdown in class This made me reflect on how I could communicate with SEND children and it was interesting to see the visual prompt cards I wil consider using this for any non verbal autistic children that I may work with

Personalised Approach

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

I watched a TA provide a chi d with written prompt’ instructions on how to complete a task as this child struggled to remember all steps and often got distracted and didn’t finish things I found this rea ly helpful as it can be hard for some children to take in all of the information presented by the teacher and to know how to tackle tasks I will definite y consider using this method. No examples available for this question

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 5 Review

Select examples of a skill or process learnt from others with more experience and describe how to use what has been learnt to improve own performance

To meet the criteria the learner must include answers such as:

Behaviour Management Techniques

I observed an experienced TA use prompt cards to a non verbal autistic child to prompt them that they might want to go outside to take some time out.

It was really impressive as the child recognised that this was the right decision for them and they went outside and avoided what could have been a potential meltdown in class.

This made me reflect on how I could communicate with SEND children and it was interesting to see the visual prompt cards.

I will consider using this for any non verbal autistic children that I may work with.

Personalised Approach

I watched a TA provide a child with written ‘prompt’ instructions on how to complete a task as this child struggled to remember all steps and often got distracted and didn’t finish things.

I found this really helpful as it can be hard for some children to take in all of the information presented by the teacher and to know how to tackle tasks.

I will definitely consider using this method.

Building Rapport with SEND pupils

I was blown away by a day that I spent in a SEND room in a mainstream school on the Wirral.

I watched the class teacher and how she built rapport with the children, knowing their likes / dislikes and making each and every one of them feel accepted and welcome.

I particularly liked the approach of telling the children that you’re happy to see them as they come in.

I will definitely adopt this approach as I could see how happy and engaged it made the children.

Remember

Question 6 Review

Describe the advantages and disadvantages of learning from more experienced people

The answer will only meet the criteria if:

The learner has described advantages AND disadvantages of this form of learning e.g. used paragraphs to describe and compare advantages and disadvantages

PassExamples

To meet the criteria the learner must include answers such as:

Advantages of learning from someone experienced

Learning from more experienced people has lots of advantages especially for the role of a Teaching Assistant. One great advantage is that you can ask them to mentor you which means that you ll get feedback on how you’re doing and have someone to ask questions to and learn from This can really he p to build your confidence and make you feel more secure in your role

Disadvantages of learning from someone experienced

While there are many benefits from learning from someone experienced there are also some disadvantages, such as the risk of you becoming dependent on that person. It may impact your confidence and you may feel that you need to check everything with them first. This can impact your ability to work independently and also stop you developing problem solving skills in your role

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Advantages of learning from someone experienced

The speed that you become confident in your role will also be quicker if you learn from someone experienced in the ro e Instead of trial and error, it’s much quicker to just ask someone who will know

Disadvantages of learning from someone experienced

It can also be overwhelming observing someone more experienced as you worry that you could worry that you’ll never be able to as much as them or do them as well as they do You may feel inadequate and doubt yourself more.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Disadvantages of learning from someone experienced

There are also different styles of working that suit different people due to their preferred way of working and their personality for example By trying to copy someone else’s way of doing things you may not succeed in your job if this approach just isn’t right for you.

Question 6 Review

Describe the advantages and disadvantages of learning from more experienced people

To meet the criteria the learner must include answers such as:

Advantages of learning from someone experienced

Learning from more experienced people has lots of advantages, especially for the role of a Teaching Assistant.

One great advantage is that you can ask them to mentor you, which means that you’ll get feedback on how you’re doing and have someone to ask questions to and learn from.

This can really help to build your confidence and make you feel more secure in your role.

You can save time by taking tips from someone experienced as they will have lots of tips and hints to save you time and help you do your job better.

Disadvantages of learning from someone experienced

While there are many benefits from learning from someone experienced, there are also some disadvantages, such as the risk of you becoming dependent on that person.

It may impact your confidence and you may feel that you need to check everything with them first. This can impact your ability to work independently and also stop you developing problem solving skills in your role.

By learning from someone experienced, it may stop you from putting forward ideas to make things better as it feels disrespectful to be questioning advice from someone more experienced or not doing things exactly as they’ve told you.

This may mean that opportunities for improvement are missed.

Question 6 Review

Describe the advantages and disadvantages of learning from more experienced people

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Advantages of learning from someone experienced

The speed that you become confident in your role will also be quicker if you learn from someone experienced in the role.

Instead of trial and error, it’s much quicker to just ask someone who will know.

Disadvantages of learning from someone experienced

It can also be overwhelming observing someone more experienced as you worry that you could worry that you’ll never be able to as much as them or do them as well as they do.

You may feel inadequate and doubt yourself more.

Remember

Question 6 Review

Describe the advantages and disadvantages of learning from more experienced people

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Disadvantages of learning from someone experienced

There are also different styles of working that suit different people due to their preferred way of working and their personality for example.

By trying to copy someone else’s way of doing things you may not succeed in your job if this approach just isn’t right for you.

Remember

Question 7 Review

Select a skill or process which needs to be improved and outline a plan to improve the skill or process with the help of more experienced people

The answer will only meet the criteria if:

The learner has selected a skill and outlined various things that could be used to improve the skill e.g. used paragraphs to select a skill and outline each step of improvement

PassExamples

To meet the criteria the learner must include answers such as:

A skill that I’d ike to improve is my confidence as I doubt myself quite a lot and worry about what I don’t know.

My plan to address this would be to complete more shadowing with an experienced TA to gain a much more in-depth view of the role of a TA

As part of the shadowing, I would have a list of things that I want to see (SEND chal enges, how phonics are delivered how to handle disruptive children etc) and aim to identify a TA from the teaching staff who can give me exposure to these things.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 7 Review

Select a skill or process which needs to be improved and outline a plan to improve the skill or process with the help of more experienced people

To meet the criteria the learner must include answers such as:

Skill and Plan

A skill that I’d like to improve is my confidence as I doubt myself quite a lot and worry about what I don’t know.

My plan to address this would be to complete more shadowing with an experienced TA to gain a much more in-depth view of the role of a TA.

As part of the shadowing, I would have a list of things that I want to see (SEND challenges, how phonics are delivered, how to handle disruptive children etc) and aim to identify a TA from the teaching staff who can give me exposure to these things.

By ticking off the things that I’d like to see I believe that this will build my confidence as I’ll have the knowledge.

I’d then complete work experience and ask an experienced TA to observe me and provide feedback.

This will help to build my confidence as my knowledge and experience grows.

Remember

Question 1 Task 1

Describe 2 craft activities suitable for each of the following age groups AND explain the benefits and learning from each activity described:

a) 6 months to 1 year

b) 13 months to 2 years

c) 2 years 1 month to 5 years

Note: You may choose to present your work as an assignment, or, as a book entitled 'Craft Activities with Young Children'. Comment: This is just an example. A craft activity is something that you make in a skillful way. A common mistake that learners make is not describing the craft activities - they must be described. If someone does not know this craft activity, how would you describe it to them so that they understand it?

The answer will only meet the criteria if:

The learner has described two craft activities for each age group and explained the benefits, e.g. used paragraphs to give details about the craft activities and explain the benefits.

PassExamples

To meet the criteria the learner must include answers such as:

6-12 months - When a baby is 6 – 12 months old they are not quite able to do most creative tasks However, there are some they can do.

These are Sponge painting this helps with learning textures of a sponge and allows them to paint whilst holding a thick enough object they can get a good grip on

Sponge painting is a brilliant sensory exercise for children as they are exp oring the way things look and feel in a creative way while boosting hand-eye coordination.

13 months - 2yrs - When a toddler is 13 months – 2 years old, they can do a bit more compared to a baby.

They can play with Play-Doh. They squeeze the dough into shapes, like ballsputting a small ball on top of a bigger ball to create a body.

This helps develop their fine motor skills as it strengthens hand and finger muscles when moulding shapes.

Play-Doh also supports a child’s social skills when communicating with others around them when sharing the tools and taking it in turns to use the colours.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

6-12 months.. Fina ly, it can boost their creativity when experimenting making different shapes using their finger tips e.g a heart out of fingertip prints as we l as the different colours.

13 months - 2yrs - ..Finally, the experience of playing with play dough also encourages creativity and imagination thinking as the children can create various shapes.

You can show then a picture of a simple flower and ask them to create it, so they learn what colours to use It wil be very very basic and may not look like a flower but it is a start.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 1 Task 1 Unit 4

Describe 2 craft activities suitable for each of the following age groups AND explain the benefits and learning from each activity described:

a) 6 months to 1 year

b) 13 months to 2 years

c) 2 years 1 month to 5 years

To meet the criteria the learner must include answers such as:

6 - 12 months

When a baby is 6 – 12 months old, they are not quite able to do most creative tasks. However, there are some they can do.

These are Sponge painting, this helps with learning textures of a sponge and allows them to paint whilst holding a thick enough object they can get a good grip on.

Sponge painting is a brilliant sensory exercise for children as they are exploring the way things look and feel in a creative way while boosting hand-eye coordination.

Hand & foot painting is another example of sensory play.

The child has paint on their hands and feet, and then presses their hands and feet on a piece of paper. This activity enhances fine motor skills as they position their hands and feet in different ways when pressing them onto the paper.

It also stimulates cognitive development when they are looking at the different colours and could kick start their problem-solving skills when it comes to mixing colours together.

Example ‘Pass’ Answers

13 months - 2 years

When a toddler is 13 months – 2 years old, they can do a bit more compared to a baby. They can play with Play-Doh.

They squeeze the dough into shapes, like balls - putting a small ball on top of a bigger ball to create a body. This helps develop their fine motor skills as it strengthens hand and finger muscles when moulding shapes.

Play-Doh also supports a child’s social skills when communicating with others around them when sharing the tools and taking it in turns to use the colours.

The toddler can do simple collage by giving them basic materials such as paper and fabric scraps.

They then stick the scraps on paper to form an image. This gets them learn about different textures and colours, and they learn that you can stick stuff with glue - age appropriate glue. It helps them express themselves. (further detail in the ‘good examples’ section)

2 - 5 years

When a child is 2-5 years old, they can do a lot more compared to a toddler. This is because they have developed significantly in the time difference.

They can now make straw bead necklaces - have different colour beads and a straw. They choose their own patterns and sizes of beads to make the necklace - they then slide the straw through the beads

This assists the development of their fine motor skills when learning the steady hand that is needed to thread the beads through the straw, as well as enhancing their hand-eye coordination.

It is also a great way to introduce skills like maths when counting the beads that they are putting on their necklaces... (sentence continued in the ‘good examples’ section)

Making paper plate animals: Give the child cardboard plate - they colour or paint the plate for it to look like an animal. This activity also helps children develop their fine motor skills when cutting and glueing bits of paper together, as well as develops their problem-solving skills when working out what piece goes where to make their desired animal.

Question 1 Task 1

Describe 2 craft activities suitable for each of the following age groups AND explain the benefits and learning from each activity described:

a) 6 months to 1 year

b) 13 months to 2 years

c) 2 years 1 month to 5 years

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

6 - 12 months

Finally, it can boost their creativity when experimenting making different shapes using their finger tips e.g. a heart out of fingertip prints as well as the different colours.

13 months - 2 years

Finally, the experience of playing with play dough also encourages creativity and imagination thinking as the children can create various shapes.

(continued from the ‘pass examples’ section) You can show then a picture of a simple flower and ask them to create it, so they learn what colours to use. It will be very very basic and may not look like a flower, but it is a start.

2 - 5 years

(continued from the ‘pass examples’ section) ...and allows them to express themselves through the different shapes and colours the beads might be.

It also enhances a child’s social skills when they are talking amongst each other in groups about the different animals they are making and what colours they are using.

Question 2 Task 2 Unit 4

Health and Safety

For each activity you have provided in Task 1, identify the health and safety risk(s) that would be needed to be considered when providing the activity for young children. Explain how to deal with the health and safety risk(s) listed in relation to each craft activity. In relation to health and safety, describe the support that a young child may need when carrying these craft activities.

The answer will only meet the criteria if:

Note: You may choose to present your work as an assignment, or, as a book entitled 'Craft Activities with Young Children'

The learner has identified each risk when carrying out activities given Task 1, explained how to deal with health and safety surrounding these risks, and described support needed for children in these circumstances e.g. used paragraphs to cover each risk by identifying, explaining and describing them

GoodExamples

To meet the criteria the learner must include answers such as:

Hand & foot painting - the risks are similar as above as they both involve paint If the child stands and are not very firm on their feet, they may fa l or trip.

As above, use appropriate paint - edible, not irritable - and supervise the activity to ensure the child does not put the paint in their eyes

The adu t may help the child to stand up to press their feet on the paper. They make sure they dont hurt themselves.

Play-Doh - the risks are low The main one is the risk of choking if they put some in their mouth.

It may cause skin irritation with some children To reduce this risk explain to the child that Play-Doh is bad for you in the mouth and supervise the activity Check that the dough is fine for the child if you know their skin is sensitive to something

The adult would need to watch the child all the time to ensure they dont put the dough in their mouth.

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

.. or even if the floor is wet with the paint, they may slip and hurt themselves.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 2 Task 2 Unit 4

Health and Safety

To meet the criteria the learner must include answers such as:

Sponge painting

The risks are getting an infection if the child licks the sponge or put it in their mouth, or even irritating their eyes if they get paint in their eyes... (sentence continued in ‘good examples’ section).

To deal with this risk, use a clean sponge and edible paint, a type of paint that would not cause irritation to the skin.

An adult would need to supervise this activity and ensure the sponge... (sentence continued in ‘good examples’ section) are clean, and help the child with imbibing the sponge with paint safely.

Hand & foot painting

The risks are similar as above as they both involve paint. If the child stands and are not very firm on their feet, they may fall or trip.

As above, use appropriate paint - edible, not irritable - and supervise the activity to ensure the child does not put the paint in their eyes.

The adult may help the child to stand up to press their feet on the paper. They make sure they don't hurt themselves.

Remember

Note: You may choose to present your work as an assignment, or, as a book entitled 'Craft Activities with Young Children'

Play-Doh

The risks are low. The main one is the risk of choking if they put some in their mouth.

It may cause skin irritation with some children. To reduce this risk, explain to the child that Play-Doh is bad for you in the mouth and supervise the activity.

Check that the dough is fine for the child if you know their skin is sensitive to something.

The adult would need to watch the child all the time to ensure they don't put the dough in their mouth.

Simple collage

As above, the risks are choking if they put some materials in their mouth, or maybe poisoning if they eat some glue.

To minimise these risks, explain to the child that it is bad for them to eat the materials and the glue, and supervise the activity to ensure they do it properly.

The adult needs to watch the child all the time, maybe provide bigger pieces of fabric that are more difficult to put in their mouth.

Making paper plate animals

This activity requires the use of scissors, so there is a risk of cutting yourself. Also a risk of poisoning if you eat the paint.

To deal with these risks, teach the child how to use scissors appropriately, give them child-friendly scissor, and edible paint so that they will not get sick if they eat the paint.

The adult can help the child with cutting the plate to make an animal and demonstrate how to paint the plate safely.

The biggest risk is chocking if they swallow the beads. Teach the child that it is bad for them to swallow the beads.

The adult could show the child how to make the necklace safely, and supervising them all the time to ensure they dont put any beads in their mouths.

Straw bead necklace

Question 2 Task 2 Unit 4

Health and Safety

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Sponge painting

(sentence continued from ‘pass examples’ section) or even if the floor is wet with the paint, they may slip and hurt themselves.

(sentence continued from ‘pass examples’ section) and the floor... (sentence continued in ‘pass examples’ section)

Note: You may choose to present your work as an assignment, or, as a book entitled 'Craft Activities with Young Children'

Remember

Identify the main types of:

a) state schools

b) independent schools

c) colleges

Describe their characteristics in relation to educational opportunities.

Note: This is just an example. The learners may answer this question in a table. They need to give at least:

3 different types of state schools

2 different types of independent schools (aka private schools, although 3 would be good)

and 2 different types of colleges (although 3 would be good) and describe the characteristics of EACH type.

The answer will only meet the criteria if:

The characteristics may be in relation to: following the national curriculum or not following the DfE s School Admissions Code or not who runs the schools/employs the staff other specifics such as entrance exams (i.e grammar schools), free to teach only their religion (i.e. faith schools) etc.

The learner has identified main types of a-c and described their characteristics e.g. used paragraphs to cover each type of state school, independent school and college, then describing their characteristics within the table

PassExamples

To meet the criteria the learner must include answers such as:

State SchoolsFaith Schools: Faith schools teach the national curriculum with links to a particular faith or religious organisation. Faith schools teach pupils about their faith and religion in more depth, learning more about home life. It lets children create a sense of cultural background and religious identity

Independent SchoolsPreparatory schools: Prep schools or preparatory are independent schools that prepare students for senior schools Focusing on academic excellence, character development and a broad curriculum, including extra-curricular activities, and smaller class sizes.

Colleges -

Art, design and performing arts col eges: Art design and performing arts college offer a wide range of programmes including fine art, graphic design fashion design animation, film photography, music, theatre, dance and more. These colleges foster creativity, technical skills and critical thinking

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

State SchoolsCommunity schools Community schoo s are generally funded by the local authority and always follow the national curriculum they focus on serving the whole community, integrating educational and social services and fostering strong ,partnerships between schools fami ies and community organisations

Independent Schools -

Single sex schools: Single sex schools are educational institutions where male and female students attend separate schools It allows them to be more open and create a more comfortable learning environment. It can also lead to more improved academic outcomes and lets them perform better academically. Single sex schools have the advantage of being able to offer teaching styles, subject choices, supporting opportunities and a full extra – curriculum programme.

Colleges -

Six form col eges: Sixth form colleges are stand-alone institutions offering education to 16–18-year-olds These colleges are often larger than school sixth forms and offer a wider range of courses including technical and vocational qua ifications. They focus on preparing students for progression to higher education and offer students a combination of a levels and applied generals

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Identify the main types of:

a) state schools

b) independent schools

c) colleges

Describe their characteristics in relation to educational opportunities.

Note: This is just an example. The learners may answer this question in a table. They need to give at least:

3 different types of state schools

2 different types of independent schools (aka private schools, although 2 would be good)

and 2 different types of colleges (although 3 would be good) and describe the characteristics of EACH type.

To meet the criteria the learner must include answers such as:

State schools

Faith schools - Faith schools teach the national curriculum with links to a particular faith or religious organisation. Faith schools teach pupils about their faith and religion in more depth learning more about home life. It lets children create a sense of cultural background and religious identity.

Academies - Academies don’t have to follow the national curriculum, which allows greater freedom. It’s a state-funded school... (sentence continued in ‘good examples’ section). Academies still must follow the same rules on admissions, special education needs and exclusions as other state schools.

Grammar schools - Grammar schools are academically selective which means the admissions process allows them to pick and choose which pupils they admit. Every applicant sits an entrance exam offering students to pass the (“11-plus’). Grammar schools often follow a traditional academic curriculum, (sentence continued in ‘good examples’ section) and grammar schools are known for their academic focus, (sentence continued in ‘good examples’ section).

Remember

Example ‘Pass’ Answers

Note: You may choose to present your work as an assignment, or, as a book entitled 'Craft Activities with Young Children'

Independent Schools Colleges

Boarding schools - Boarding schools are privately funded institutions that provide a higher level of education. They provide for day pupils (only at schools for lessons), full boarding (sleeping at the school) and weekly boarding pupils (sleeping at the school Monday to Friday; at home on weekends). They provide lodging and meal. They tend to have more flexibility in their curriculum.

Preparatory schools - Prep schools or preparatory are independent schools that prepare students for senior schools. Focusing on academic excellence, character development, and a broad curriculum, including extra-curricular activities, and smaller class sizes.

General further education colleges - Qualifications are designed to equip students with job-specific skills that they can transfer into the workplace, boosting their employability. They are also the biggest providers of apprenticeships.

Art, design and performing arts colleges - Art, design and performing arts college offer a wide range of programmes, including fine art, graphic design, fashion design, animation, film, photography, music, theatre, dance and more. These colleges foster creativity, technical skills, and critical thinking

Question 1 Unit 5

Identify the main types of:

a) state schools

b) independent schools

c) colleges

Describe their characteristics in relation to educational opportunities.

Note: This is just an example. The learners may answer this question in a table. They need to give at least:

3 different types of state schools

2 different types of independent schools (aka private schools, although 2 would be good)

and 2 different types of colleges (although 3 would be good) and describe the characteristics of EACH type.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

State schools

Academies - (sentence continued from ‘pass examples’ section) .. which is directly funded by the department for education and independent of local authority.

Grammar schools -(sentence continued from ‘pass examples’ section) focusing on core subjects such as English, mathematics, science, and languages. They are funded by the government, (sentence continued in ‘good examples’ section), (sentence continued from ‘good examples’ section) and rigorous curriculum.

Community schools - Community schools are generally funded by the local authority and always follow the national curriculum. they focus on serving the whole community, integrating educational and social services, and fostering strong partnerships between schools, families, and community organisations.

Independent Schools Colleges

Boarding schools - Learns and encourages children to be more independent and self -resilience. Students study on campus fostering independence, community, and a unique educational experience with a focus on academic excellence and extracurricular activities.

Single sex schools - Single sex schools are educational institutions, where male and female students attend separate schools. It allows them to be more open and create a more comfortable learning environment. It can also lead to more improved academic outcomes and lets them perform better academically Single sex schools have the advantage of being able to offer teaching styles subject choices, supporting opportunities and a full extra – curriculum programme.

Independent special schools - Independent special schools are privately run, and they rely on tuition fees from parents for funding. They offer tailored education for children with special educational needs or disabilities. They have smaller class size allowing more individualised attention and support. These schools have specialist staff, and adapted curricula, often focusing on individual needs and holistic development.

General further education colleges - They typically offer lower tuition fees and gives access to financial aid options, making it more affordable for people. They have larger and more diverse students, which enhances the college experience.

Art, design and performing arts colleges - Focuses on practical application and theoretical understanding.

Six form colleges - Sixth form colleges are stand-alone institutions offering education to 16–18-year-olds. These colleges are often larger than school sixth forms and offer a wider range of courses including technical and vocational qualifications. They focus on preparing students for progression to higher education and offer students a combination of a levels and applied generals.

Remember

Question 2 Unit 5

Describe the roles and responsibilities of:

a) governors

b) senior management team

c) teachers and tutors

d) support staff

The answer will only meet the criteria if:

The learner has described the answers e.g. used paragraphs to describe each role and responsibility of a-d

PassExamples

To meet the criteria the learner must include answers such as:

The role and responsibilities of the governors

Governors are there to make sure the school is doing its best for the pupils. They decide the schools vision and ethos and ensure it is adhered too They make sure the senior management team are doing their job well The finances are also watched and regulated by the governors, ensuring they are spent well, where needed and not excessively or unnecessarily.

The role and responsibilities of the senior management team

The senior management team are there for the everyday running of the schoo . They need to support their staff where needed to the best of their ability. They have to make sure the staff have the most up-to-date training available. They are also there to protect the staff against bullying and discrimination.

The role and responsibilities of the senior management team

The senior management team are there for the everyday running of the schoo . They need to support their staff where needed to the best of their ability. They have to make sure the staff have the most up-to-date training available They are also there to protect the staff against bullying and discrimination.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

The role and responsibilities of the governors

The governors are made up of four types parent governors who are elected, staff governor who is either the head of school or an elected member of staff, community governor and an appointed official This team is usually re-voted on every four years

The role and responsibilities of the support staff.

Support staff also need to be aware of the type of support the teacher requires. Additional support staff may include midday supervisors ICT technicians library staff, first aid assistants, and office staff. Each of these roles contributes to the smooth running of the educational estab ishment throughout the day.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Describe the roles and responsibilities of:

a) governors

b) senior management team

c) teachers and tutors

d) support staff

To meet the criteria the learner must include answers such as:

The role and responsibilities of the governors

Governors are there to make sure the school is doing its best for the pupils.

They decide the school's vision and ethos and ensure it is adhered too. They make sure the senior management team are doing their job well. The finances are also watched and regulated by the governors, ensuring they are spent well, where needed and not excessively or unnecessarily.

Robust accountability is a vital part of the governing body holding the senior management team accountable for ensuring the best possible outcome for the pupils.

The role and responsibilities of the senior management team

The senior management team are there for the everyday running of the school.

They need to support their staff where needed to the best of their ability. They have to make sure the staff have the most up-to-date training available. They are also there to protect the staff against bullying and discrimination.

The role and responsibilities of the teachers and tutors

Teachers are responsible for planning and teaching their lessons according to the national curriculum.

Ensuring that the support staff are aware of the lessons and who needs them when. Maintaining control in the classroom environment while keeping the children learning.

The role and responsibilities of the teachers and tutors

Support staff need to keep up with the teacher, making sure they are aware of and involved in lesson planning so their interventions can be relevant.

They support the pupils who need the most intervention and assistance. They help maintain control and behaviour in the class room.

Question 2 Unit 5

Describe the roles and responsibilities of:

a) governors

b) senior management team

c) teachers and tutors

d) support staff

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

The role and responsibilities of the governors

The governors are made up of four types parent governors who are elected, staff governor who is either the head of school or an elected member of staff, community governor and an appointed official.

This team is usually re-voted on every four years.

The role and responsibilities of the senior management team

They are made up of the head teacher the deputy head teacher DSL SENCO and department head teachers.

The role and responsibilities of the teachers and tutors

Regular assessments so that they what might need to be gone over again and make sure their teaching is effective.

The role and responsibilities of the teachers and tutors

Support staff also need to be aware of the type of support the teacher requires.

Additional support staff may include midday supervisors, ICT technicians, library staff, first aid assistants, and office staff. Each of these roles contributes to the smooth running of the educational establishment throughout the day.

Remember

Question 3 Unit 5

Fully describe 3 roles of external professionals who may work with a school or college.

Note: Professionals are people who work in other organisations that support the children and young people in the school.

The answer will only meet the criteria if:

The learner has fully described the answers e.g. used paragraphs to describe each role

PassExamples

To meet the criteria the learner must include answers such as:

Speech and language therapist

Some children require extra help with their speech and language, having a speech and language therapist wi l have impact on a childs life by considering their difficulties. They work closely with young children, older children, teachers, and families to provide tailored support to help those who struggle with speech and language deve opment They help provide children with different personalised strategies to support the children’s needs by speaking slowly calm y, and clearly so children have time to process the information you have given them, also using short sentences so they don’t get to overwhelmed with some much information

Behavioural specialist

Working with those who have anger issues, one on one to support their behaviour, teaching them different strategies that best suit them helping them contro their emotions and showing them how to deal with their own emotions giving them that extra support to improve their communication skil s

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Speech and language therapist

They use objects such as photographs, symbols gestures to develop the skills of understanding and the learning of the use of language and helping them to be able to communicate with other children or adults around them Speech and language therapists break down barriers that result from speech impediments, in their therapy they include strengthening the muscles used for speech, improving pronunciation, and learning how to speak correctly.

School nurse

They can also look after and protect those with physical and emotional health and can educate the students about health procedures and safety A school nurse can keep things confidential if a student has asked for this when getting treatment or care from them

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Speech and language therapist

Speech and language therapists improve childrens confidence and self-esteem, it can also impact the childs ability to learn make new friends and develop their own ideas and opinions.

Fully describe 3 roles of external professionals who may work with a school or college.

To meet the criteria the learner must include answers such as:

Speech and language therapist

Some children require extra help with their speech and language, having a speech and language therapist will have impact on a child's life by considering their difficulties.

They work closely with young children, older children, teachers, and families to provide tailored support to help those who struggle with speech and language development.

They help provide children with different personalised strategies to support the children’s needs by speaking slowly, calmly, and clearly so children have time to process the information you have given them, also using short sentences so they don’t get to overwhelmed with some much information.

They also help children by enabling them to communicate better by developing their understanding and use of language.

Remember

Note: Professionals are people who work in other organisations that support the children and young people in the school.

Behavioural specialist

They help those who suffer with behaviour issues, (sentence continued in ‘good examples’ section).

Working with those who have anger issues, one on one to support their behaviour, teaching them different strategies that best suit them, helping them control their emotions and showing them how to deal with their own emotions giving them that extra support to improve their communication skills.

School nurse

They can provide the right care for those who are feeling unwell and may need medication a school nurse can supply you with those.

A school nurse can perform hearing and vision screenings to children and give them their immunisations when they are needed.

5 Question 3

Fully describe 3 roles of external professionals who may work with a school or college.

Note: Professionals are people who work in other organisations that support the children and young people in the school.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Speech and language therapist

They use objects such as photographs, symbols, gestures to develop the skills of understanding and the learning of the use of language and helping them to be able to communicate with other children or adults around them.

Speech and language therapists break down barriers that result from speech impediments, in their therapy they include strengthening the muscles used for speech, improving pronunciation, and learning how to speak correctly.

Behavioural specialist

Behaviour specialist supports young children, and older people in both schools and colleges. (sentence continued from ‘pass examples’ section), reducing the risks of those who might be getting permanently excluded from either school or college.

When helping those with behavioural issues it can better their success and improve their learning abilities.

School nurse

A school nurse works with pupils, parents, careers, and teachers, offering them the correct support and advice when needed.

They can also look after and protect those with physical and emotional health and can educate the students about health procedures and safety. A school nurse can keep things confidential if a student has asked for this when getting treatment or care from them.

Remember

Fully describe 3 roles of external professionals who may work with a school or college.

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Speech and language therapist

Speech and language therapists improve children's confidence and self-esteem, it can also impact the childs ability to learn, make new friends and develop their own ideas and opinions.

Note: Professionals are people who work in other organisations that support the children and young people in the school.

Explain why schools and colleges have aims and values and, describe how schools and colleges maintain their aims and values.

Describe how schools and colleges maintain their aims and values: Schools/colleges have aims and values, but what do they do to show that they follow these aims and values? It may help the learners if they have specific aims and values in mind.

Note: Aims and Values:

Mission statements and ethos of the learning environment such as:

Keeping children safe

Providing a stable environment

Fostering independence

Promoting positive relationships with parents

The answer will only meet the criteria if:

The learner has fully explained and described the answers e.g. used paragraphs to explain and describe how each aim and value is maintained.

PassExamples

To meet the criteria the learner must include answers such as:

Schools and colleges have aims and values to give all children parents, and everyone else who are in the learning environment a clear idea about their intention and identity. Also, schools and colleges values collaboration and mutual support, inspiring and uplifting each other preparing all students to make a positive impact on the world

Giving children a steady environment whilst promoting their independence by engaging strong relationships with students, teachers, and fami ies, providing al students with templates and guidelines for setting their own goals and monitoring progress, enhances their ability to take ownership of their learning journey By schools and colleges recognising and celebrating cultural identity and familial norms. Providing children, parents or carers with consistent updates on both academic and behavioural achievements, the good the bad and the ugly,

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Schools and colleges have aims and values. Their aims are to be able to create a happy and stable environment in which all pupils within the school and col ege are able to achieve their best throughout. Values create a unified community where every member in the schools and colleges feels a deep sense of be onging and purpose and he ping them put their best into their work.

By regularly sharing positive feedback about their students is good for building trust and goodwill such as sending personalised notes or messages highlighting their students’ achievements and positive behaviour Engaging with parents through emails newsletters or dedicated portals

Maintain relationships with parents by involving them in classroom activities, school trips with the students. Also showing genuine interest in parent’s perspectives and concerns by active listening and empathising with their situations, this will help offer the right support to both parents and pupils to get the right help and support they need.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Values and aims in schools and colleges are to embrace the uniqueness of each pupil, to be kind to themse ves and respectful of others. Schools and colleges aim to provide a safe, supportive and stimulating atmosphere, to allow all students to grow and succeed whatever their background or abilities. Developing al students to grow creatively socially emotionally, and spiritual y to take pride in their learning background and beliefs.

Explain why schools and colleges have aims and values and, describe how schools and colleges maintain their aims and values.

To meet the criteria the learner must include answers such as:

Explain why schools and colleges have aims and values

Schools and colleges have aims and values to give all children, parents, and everyone else who are in the learning environment a clear idea about their intention and identity. Also, schools and colleges values collaboration and mutual support, inspiring and uplifting each other preparing all students to make a positive impact on the world

Note: Aims and Values:

Mission statements and ethos of the learning environment such as:

Keeping children safe

Providing a stable environment

Fostering independence

Promoting positive relationships with parents

Describe how schools and colleges maintain their aims and values

Giving children a steady environment whilst promoting their independence by engaging strong relationships with students, teachers, and families, providing all students with templates and guidelines for setting their own goals and monitoring progress, enhances their ability to take ownership of their learning journey. By schools and colleges recognising and celebrating cultural identity and familial norms. Providing children, parents or carers with consistent updates on both academic and behavioural achievements, the good, the bad and the ugly,

Question 4

Explain why schools and colleges have aims and values and, describe how schools and colleges maintain their aims and values.

Example ‘Good’ Answers

Note: Aims and Values:

Mission statements and ethos of the learning environment such as: Keeping children safe

Providing a stable environment

Fostering independence

Promoting positive relationships with parents

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Schools and colleges have aims and values. Their aims are to be able to create a happy and stable environment in which all pupils within the school and college are able to achieve their best throughout. Values create a unified community where every member in the schools and colleges feels a deep sense of belonging and purpose and helping them put their best into their work.

By regularly sharing positive feedback about their students is good for building trust and goodwill such as sending personalised notes or messages highlighting their students’ achievements and positive behaviour. Engaging with parents through emails, newsletters or dedicated portals.

Remember

Explain why schools and colleges have aims and values and, describe how schools and colleges maintain their aims and values.

Example ‘Exemplary’ Answers

Note: Aims and Values:

Mission statements and ethos of the learning environment such as: Keeping children safe

Providing a stable environment

Fostering independence

Promoting positive relationships with parents

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Values and aims in schools and colleges are to embrace the uniqueness of each pupil, to be kind to themselves and respectful of others. Schools and colleges aim to provide a safe, supportive, and stimulating atmosphere, to allow all students to grow and succeed whatever their background or abilities. Developing all students to grow creatively, socially, emotionally, and spiritually to take pride in their learning background and beliefs.

Question 5 - Task Unit 5

Assessment Questions:

a) Identify an appropriate problem that can be solved and identify a way in which to solve the problem

b) Identify appropriate communication methods to present the solution to others and identify appropriate information to communicate the solution

c) Present the solution to others in an appropriate way and respond appropriately to others’ views

d) Identify one aspect that went well and one that did not go so wellthen suggest a solution for the aspect that did not go so we l

the wor d a little different y One of the biggest cha lenges Kr s faces is related to sensory processing Noises crowds and unexpected changes can qu ckly become overwhe ming For Kris the schoo env ronment espec al y at the start of the day can feel chaotic and unpred ctable Each morning, as Kris arrives at schoo , he is met with a flurry of act vity. Chi dren shouting parents ta king, doors slamming, bel s ringing. For many pupils this is just part of the rout ne But for Kr s its a sensory over oad The hust e and bust e of the busy playground and the trans tion into the classroom can be deeply distressing Recently these chal enges have started to affect Kris’s attendance. His parents have noticed a growing anxiety around go ng to school He often refuses to get out of the car On some days, he becomes so overwhelmed that he has meltdowns in the school car park crying covering h s ears, and begg ng to go home As a resu t Kris’s attendance has dropped significantly to around 65% This has raised concerns not only about his academ c progress but a so about his emotional we lbeing and long-term engagement with schoo . Kris’s parents are supportive and want the very best for their son They are open to working w th the school to find a so ution and improve the situation But natura ly they are also feeling anx ous worried about how Kris is coping and what the future holds

The answer will only meet the criteria if:

The learner has identified a problem and how to solve it, identified communication methods and information, presented the solution and responded to views, and identified success and failure and suggested a solution e.g. used paragraphs to present the solution

PassExamples

To meet the criteria the learner must include answers such as:

Q1 - Identify an appropriate problem that can be solved and identify a way in which to solve the problem

The biggest challenge currently is getting Kris into school as the start of the day, as this is extremely distressing for him due to the noise of parents chatting, children arriving and the be l going

My proposal to address this issue is to allow Kris to come into school 15 minutes after the bell has gone By doing this, it will ensure a quieter and much calmer environment for him to enter, as parents will have left, and the children wi l be sat in class ready to start learning I wou d ensure that a member of staff who Kris is comfortable and familiar with was there to greet him at reception and welcome him into class

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Q1 - Identify an appropriate problem that can be solved and identify a way in which to solve the problem

As an alternative, if the school has staff and space available, then Kris could be allowed to come into school 15 minutes early where he could sit in a quiet room and do some building, which he enjoys, until the bell has gone, and the class are all settled in the classroom.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 5 - Task Unit 5

Assessment Questions:

1) Identify an appropriate problem that can be solved and identify a way in which to solve the problem

2) Identify appropriate communication methods to present the solution to others and identify appropriate information to communicate the solution

3) Present the so ution to others in an appropriate way and respond appropriately to others’ views

4) Identify one aspect that went well and one that did not go so wellthen suggest a solution for the aspect that did not go so we l

Example ‘Pass’ Answers

crowds and unexpected changes can qu ckly become overwhe ming For Kris the schoo env ronment espec al y at the start of the day can feel chaotic and unpred ctable Each morning, as Kris arrives at schoo , he is met with a flurry of act vity. Chi dren shouting parents ta king, doors slamming, bel s ringing. For many pupils this is just part of the rout ne But for Kr s its a sensory over oad The hust e and bust e of the busy playground and the trans tion into the classroom can be deeply distressing Recently these chal enges have started to affect Kris’s attendance. His parents have noticed a growing anxiety around go ng to school He often refuses to get out of the car On some days, he becomes so overwhelmed that he has meltdowns in the school car park crying covering h s ears, and begg ng to go home

To meet the criteria the learner must include answers such as:

Question 1

My proposal to address this issue is to allow Kris to come into school 15 minutes after the bell has gone. By doing this, it will ensure a quieter and much calmer environment for him to enter, as parents will have left, and the children will be sat in class, ready to start learning.

I would ensure that a member of staff who Kris is comfortable and familiar with was there to greet him at reception and welcome him into class.

Question 2

In terms of presenting the initial solution, my first port of call would be to discuss the idea with the parents to get them on board and ensure that it would work for them logistically. This could be done via phone call or asking them to pop into school at the end of the day.

If the parents are in agreement, then I would look to catch Kris when he’s feeling calm, maybe just after lunch, and explain the proposal. I’d re-assure Kris that it will be a much calmer environment by starting at a later time.

I would also make Kris feel more comfortable by telling him who will be meeting him at reception, so he doesn’t feel overwhelmed by walking in on his own. I would ensure that Kris understands the solution and is happy to give it a try. I’d make him aware that if it doesn’t work for him, then we can look at something else as we are 100% committed to helping him.

Question 3/4

I presented the solution to a primary school teacher, Mrs McMillan, who works for Stanton Road Primary School in Wirral.

The presentation of the case study and proposed intervention strategy went well and Mrs McMillan liked the idea. However, she made some really good points regarding Kris coming into school late.

She said that it could count as a late mark, which isn’t ideal and that it’s better to try and align with what other children are doing in terms of timing. Mrs McMillan suggested getting Kris into class through the reception door in order to avoid the noise and chaos of the playground and then take him to a quiet space where he can play until the children in the class have settled.

She said that this works well for some children in her school and it’s ideal as Kris would come in at the same time as everyone else and not get a late mark. Mrs McMillan also suggested that Kris could be offered ear defenders when he enters school if he’s still finding the noise too much.

the

Unit 5 Question 5 - Task

Assessment Questions:

1) Identify an appropriate problem that can be solved and identify a way in which to solve the problem

2) Identify appropriate communication methods to present the solution to others and identify appropriate information to communicate the solution

3) Present the so ution to others in an appropriate way and respond appropriately to others’ views

4) Identify one aspect that went well and one that did not go so wellthen suggest a solution for the aspect that did not go so

but he experiences the wor d a little different y One of the biggest cha lenges Kr s faces is related to sensory processing Noises crowds and unexpected changes can qu ckly become overwhe ming For Kris the schoo env ronment espec al y at the start of the day can feel chaotic and unpred ctable Each morning, as Kris arrives at schoo , he is met with a flurry of act vity. Chi dren shouting parents ta king, doors slamming, bel s ringing. For many pupils this is just part of the rout ne But for Kr s its a sensory over oad The hust e and bust e of the busy playground and the trans tion into the classroom can be deeply distressing Recently these chal enges have started to affect Kris’s attendance. His parents have noticed a growing anxiety around go ng to school He often refuses to get out of the car On some days, he becomes so overwhelmed that he has meltdowns in the school car park crying covering h s ears, and begg ng to go home As a resu t Kris’s attendance has dropped significantly to around 65% This has raised concerns not only about his academ c progress but a so about his emotional we lbeing and long-term engagement with schoo . Kris’s parents are supportive and want the very best for their son They are open to working w th the school to find a so ution and improve the situation But natura ly they are also feeling anx ous worried about how Kris is coping and what the future holds

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Question 1

Question 1 - Task 1

Play and children's development

a) Write a description of how play supports the development of young children

b) Write an explanation to show the value of play to the young child’s development in each of the following five areas: physical social emotional intellectual language

c) Write a description with examples of how play can be used to meet children’s individual needs.

The answer will only meet the criteria if:

The learner has described and explained a-c e.g. used paragraphs to describe and explain the answers

PassExamples

To meet the criteria the learner must include answers such as:

a) Play is extreme y crucial for a childs brain development. Not only does it encourage independence, it also promotes curiosity which he ps children to use their imagination often through pretending. It can also encourage critical thinking and problem solving.

b) Through play children will learn about the world For instance playing with sand or mud will help with sensory explorations as well as that being involved in outdoor nature play will provide opportunities for physical play - this helps children with their overall physical ability and fitness It is also great for their respiratory system as children use oxygen to produce energy and that energy fuels growth By moving their bodies they strengthen their muscles and bones creating a strong body that will help to improve their balance build endurance and stamina as well as their immunity

c) A child whose first language is not English would benefit from playing with others Games like Guess Who develop their vocabulary to describe peop e Doing pretend play with others get them talk to others, imitate what others say.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

a) They may also learn compassion when engaging in play with their peers and may begin taking peers' feelings into consideration These are all qualities that a child will need throughout their lives and relationships

b) For example, if they see a child upset they may try to offer comfort and support wanting to connect with their peers and offering solutions to help the upset child. They may try to problem solve by offering to share toys all the while they are gaining an understanding of how having compassion and empathy for their peers he ps them to navigate their social interactions.

c) For children who struggle socially, there are games for socialising like pretend play, or sport (learning to follow of rules, take turns). Play also increases their ability socially to interact with other each when a child learns to take turns, along with building self-esteem and confidence through having a positive experience when children become masters of the game which is also good for stress relief

Note: The below is an example. The learner must cover each point above.

For children's individual needs, the learner needs to state what the needs are.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

a) Play is also extremely valuable for the physical and emotional development of SEND children as it provides a safe space for them to explore and express emotions SEND children may learn to express and manage their feelings in the correct environment even if they are unable to verbalise themselves By creating inc usive areas of play we can rea ly help to overcome barriers for SEND children with regards to their social inc usion and making friends with their peers. By creating different activities and areas of play we can help all children to develop their own imagination and creativity. As these experiences allow children to grow and explore all whilst enjoying themselves

b) Physical play can often be adapted for SEND children or children with physical disabi ities by adapting equipment. For instance you could use larger and softer balls during games to offer different sensory experiences You could introduce different items such as a wobble board Anything to help keep a child moving their bodies as children will then become more flexible and agile

Question 1 - Task 1

Play and children's development

a) Write a description of how play supports the development of young children

b) Write an explanation to show the value of play to the young child’s development in each of the following five areas: physical social emotional intellectual language

c) Write a description with examples of how play can be used to meet children’s individual needs.

To meet the criteria the learner must include answers such as:

a)

Play is extremely crucial for a child's brain development Not only does it encourage independence, it also promotes curiosity which helps children to use their imagination often through pretending. It can also encourage critical thinking and problem solving.

Children will learn many different essential skills through play such as memory skills and fine motor skills, which they will need to use to get dressed for role plays/pretend play or to hold their utensils when playing a game.

b)

Value of play to a childs physical development: Through play children will learn about the world. For instance playing with sand or mud will help with sensory explorations as well as that being involved in outdoor nature play will provide opportunities for physical play - this helps children with their overall physical ability and fitness. It is also great for their respiratory system as children use oxygen to produce energy and that energy fuels growth. By moving their bodies they strengthen their muscles and bones creating a strong body that will help to improve their balance, build endurance and stamina as well as their immunity.

Value of play to a young childs social development: By playing with peers children may begin to build their own friendship bonds as play encourages different social interactions with peers, which will help a child with their communication skills as they may be speaking while explaining game rules. Throughout play children may learn to understand other children’s emotions and perspectives, which causes them to become more compassionate

Value of play to a young childs emotional development Playing helps with a child's self-esteem as children gain confidence through playing and understanding games, and with dealing with winning and losing emotionally controlling their temper. During play children may learn to become more nurturing as they start to understand about the different aspects of relationships around them which they may imitate throughout play times

Value of play to a childs intellectual development A child's intellectual development is incredibly important. Using play such as games can really help with a child's attention and memory skills, and they may learn to analyse situations and building strategies to win. For instance, if playing a numerical game, they may start to notice different patterns and sequences. This is building their cognitive skills whilst problem solving. . (continued in ‘good examples’ section)

Value of play to a childs language development: Play is a great way to get children speaking whether that be through rhymes or instructions. Children will learn so much new vocabulary, all whilst playing and speaking with their friends and may also learn crucial conversational skills through speaking and listening when playing with their peers, such as taking part in imaginative play. Listening to stories is also a great way to broaden a child's language development.

c)

Note: The below is an example. The learner must cover each point above.

For children's individual needs, the learner needs to state what the needs are.

Play can be used to meet a childs individual needs by tailoring the type play, so if a child struggles with movement and coordination you can use games that involve physical activities i.e. fine motor skills and balance through play like running (forward backwards, sideways) or jumping balancing, skipping, climbing, these skills also improve a childs hand to eye coordination, adaptation, balance, cognitive ability and development of muscle tissue.

A child whose first language is not English would benefit from playing with others. Games like Guess Who develop their vocabulary to describe people. Doing pretend play with others get them talk to others imitate what others say

Question 1 - Task 1 Unit 6

Play and children's development

a) Write a description of how play supports the development of young children

b) Write an explanation to show the value of play to the young child’s development in each of the following five areas: physical social emotional intellectual language

c) Write a description with examples of how play can be used to meet children’s individual needs.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Note: The below is an example. The learner must cover each point above. For children's individual needs, the learner needs to state what the needs are.

All of these skills will help children to gain confidence whilst having fun.

They may also learn compassion when engaging in play with their peers and may begin taking peers' feelings into consideration. These are all qualities that a child will need throughout their lives and relationships.

Value of play to a childs physical development: Physical play also helps to develop childrens essential motor skills as partaking in physical activities such as climbing, jumping and running can really help with a child’s coordination and personal body control. b)

Value of play to a young childs social development: Physical play also helps to develop children's essential motor skills as partaking in physical activities such as climbing, jumping and running can really help with a child’s coordination and personal body control.

Value of play to a young childs emotional development: Such as rocking a toy baby to sleep and holding it gently, mimicking what a parent would do. Sometimes whilst playing a child may learn to regulate their own emotions, for instance they may realise that when sitting and playing with a fidget toy it helps them to self soothe. A SEND child may prefer to play in a quiet area with sensory toys as it keeps them calm.

Value of play to a childs intellectual development: (continued from ‘pass examples’ section) ...and children will also learn to focus on the task at hand and they may begin to understand why they wait their turn during some games which can really help a child with learning to control impulsive behaviour while playing. Children learn so much through different areas of play for instance whilst exploring they may decide to become interested in nature bugs/beetles this is all from spending time playing outside with peers. Children will learn to analyse situations and experiment with different solutions to challenges all by playing simple games such as building a tower with building blocks.

Value of play to a childs language development:

No examples available for this section

Playing with Play-Doh will help with a child's fine motor skills as it strengthens their finger, which in turn will help them when holding a pen or simplifying games so that SEND child can also play.

For children who struggle socially, there are games for socialising like pretend play, or sport (learning to follow of rules, take turns). Play also increases their ability socially to interact with other each when a child learns to take turns, along with building selfesteem and confidence through having a positive experience when children become masters of the game which is also good for stress relief.

Question 1 - Task 1

Play and children's development

a) Write a description of how play supports the development of young children

b) Write an explanation to show the value of play to the young child’s development in each of the following five areas: physical social emotional intellectual language

c) Write a description with examples of how play can be used to meet children’s individual needs.

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Note: The below is an example. The learner must cover each point above. For children's individual needs, the learner needs to state what the needs are.

Play is also extremely valuable for the physical and emotional development of SEND children as it provides a safe space for them to explore and express emotions. SEND children may learn to express and manage their feelings in the correct environment even if they are unable to verbalise themselves.

By creating inclusive areas of play we can really help to overcome barriers for SEND children with regards to their social inclusion and making friends with their peers. By creating different activities and areas of play we can help all children to develop their own imagination and creativity. As these experiences allow children to grow and explore all whilst enjoying themselves.

Value of play to a childs physical development: Physical play can often be adapted for SEND children or children with physical disabilities by adapting equipment. For instance you could use larger and softer balls during games to offer different sensory experiences. You could introduce different items such as a wobble board. Anything to help keep a child moving their bodies as children will then become more flexible and agile.

Question 2 - Task 2

Describe a play activity and its associated resources which are needed to support young children’s play for each of the following age ranges:

- birth to 11 months

- young child aged 1 year to 1 year 11 months

- children aged 2 years to 2 years 11 months

- children aged 3 years to 3 years 11 months

- children aged 4 years to 5 years 11 months.

Note: You may choose to do this in a chart and you may choose to illustrate some of your choices.

The answer will only meet the criteria if:

The learner has described a play activity for each age range e.g. used paragraphs to describe the answers for each age range

PassExamples

To meet the criteria the learner must include answers such as:

Birth to 11months

Sensory play is an activity that stimulates one of your child's senses, whether that be sight sound, touch, taste or smell. Finger painting is an example - the baby has painting on their fingers and then draw something on a piece of paper - you then need a piece of paper and edible painting

1 year to 1 year 11months

When children are this age, exploratory play is ideal They will be using their senses to play and explore objects around them by putting shapes into the appropriate holes or putting blocks on top of one another The resources are shape sorters or stacking b ocks

2 years to 2 years 11 months

Physical play is play that involves moving your body, such as running, climbing jumping, kicking and balancing There are many physical activities you can do you just need a safe open space such as park or garden with an age appropriate slide/swing/balance bike or soft football

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Birth to 11months

They feel the texture of the paint, they can smell it and if edible even taste the paint. If you provide some sensory books rattles and soft baby safe teddies. Baby can kick or grab at the sensory items to hear feel and touch the different textures/sounds

3 years to 3 years 11 months

It encourages self expression and exploration through drawing painting and creating collages.

4years to 5years 11 months

Child can play pretend play creating their own style or personalities and roles though imaginary play.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 2 - Task 2

Describe a play activity and its associated resources which are needed to support young children’s play for each of the following age ranges:

- birth to 11 months

- young child aged 1 year to 1 year 11 months

- children aged 2 years to 2 years 11 months

- children aged 3 years to 3 years 11 months

- children aged 4 years to 5 years 11 months.

To meet the criteria the learner must include answers such as:

Birth to 11 months

Sensory play is an activity that stimulates one of your child's senses, whether that be sight, sound, touch, taste or smell.

Finger painting is an example - the baby has painting on their fingers and then draw something on a piece of paper - you then need a piece of paper and edible painting.

1 year to 1 year, 11 months

When children are this age, exploratory play is ideal. They will be using their senses to play and explore objects around them by putting shapes into the appropriate holes, or putting blocks on top of one another.

The resources are shape sorters or stacking blocks.

2 years to 2 years, 11 months

Physical play is play that involves moving your body, such as running, climbing, jumping, kicking and balancing.

There are many physical activities you can do you just need a safe open space such as park or garden with an age appropriate slide/swing/balance bike or soft football.

3 years to 3 years, 11 months

At this age children love anything creative. Creative play is play that encourages a child to use their own thoughts and ideas to produce spectacular artwork such as collagesticking fabric and other objects onto a piece of paper to make an image.

For artwork you will need a protective covering for the area to be used.

Offer paper, pens, child safe scissors, paints, glue, feathers, fabric and embellishments for sticking.

Note: You may choose to do this in a chart and you may choose to illustrate some of your choices.

4years to 5 years, 11 months

Social and imaginative play is play that uses a childs imagination to create scenarios they may act out, such as role play.

It involves a make believe world they may have made up with their peers to encourage this type of play or activity You will need dolls, prams, mini figures, toy cooking items, toy shopping items, dress up clothes.

Remember

Question 2 - Task 2 Unit 6

Describe a play activity and its associated resources which are needed to support young children’s play for each of the following age ranges:

- birth to 11 months

- young child aged 1 year to 1 year 11 months

- children aged 2 years to 2 years 11 months

- children aged 3 years to 3 years 11 months

- children aged 4 years to 5 years 11 months.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Birth to 11 months

They feel the texture of the paint, they can smell it and if edible even taste the paint. If you provide some sensory books, rattles and soft baby safe teddies.

Baby can kick or grab at the sensory items to hear, feel and touch the different textures/sounds.

Note: You may choose to do this in a chart and you may choose to illustrate some of your choices.

Remember

Question 3 - Task 3

a) Write a description with examples of ways that an adult can support young children’s play.

b) Produce an outline which shows the importance of age- or stage-appropriate adult and child interaction.

c) Write an explanation of how adult interaction can extend the learning and development of the young child in their care.

The answer will only meet the criteria if:

Note: The role of the adult in children’s play The adult who is responsible for caring for the young child will need to support play opportunities but also be able to allow each child to develop at their own pace.

The learner has described the ways adults can support children’s play, outlined the importance of adult and child interaction, and explained how adult interaction can aid development and learning e.g. used paragraphs to describe, outline and explain the answers

PassExamples

To meet the criteria the learner must include answers such as:

a) An example of this is providing accessible materials that invite experimentation and creativity, such as arranging natural materials such as pebbles or pine cones in a tray with scoops Chi dren have the freedom to invent games involving the materials and tools, such as constructing a mini village or a sorting game of different textures Allowing children to choose their materials to play with will boost their autonomy and enhance cognitive development.

b) Age/stage appropriate interaction between adu ts and children can help build trust and emotional security because children understand what the adult says when using age-appropriate language. Otherwise, they don't know what you are saying if the language used is too high for them.

c) A relationship between an adult and a child also lays the groundwork for language development and cognitive growth. Verbal interaction with the child and asking them questions such as what the child is doing or echoing their words, will expand their vocabulary and introduce new terms which will contribute to a richer language development When adults provide a language-rich environment children will improve their vocabulary and comprehension

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

a) Children often look to adults for guidance on how to behave in situations; adults who display positive behaviour teach chi dren to act in the same manner. An example would be an adult handling conflict calmly and effectively By observing the behaviour, children learn how to regu ate their emotions in difficult situations and will adopt similar behaviours in their interactions.

b) When interactions are tailored to a child’s development stage it can help with their learning. For example a 2-year-old learning to stack some blocks may need more gentle encouragement, whilst a 4-year-old might be more challenged to build something complex like a bridge castle or tower

c) Adults must build quality interactions with the children in their care Quality interactions invo ve sustained shared thinking and allow children to construct know edge through dialogue and problem-solving. In these interactions adults listen and then ask follow-up questions and offer explanations that build on children’s ideas without interrupting their thought processes.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 3 - Task 3

a) Write a description with examples of ways that an adult can support young children’s play.

b) Produce an outline which shows the importance of age- or stage-appropriate adult and child interaction.

c) Write an explanation of how adult interaction can extend the learning and development of the young child in their care.

To meet the criteria the learner must include answers such as:

a)

Adults play a vital role in supporting children during play, contributing to their social, physical, emotional, and cognitive development by creating an enriching environment in which children can learn.

An example of this is providing accessible materials that invite experimentation and creativity, such as arranging natural materials such as pebbles or pine cones in a tray with scoops. Children have the freedom to invent games involving the materials and tools, such as constructing a mini village or a sorting game of different textures. Allowing children to choose their materials to play with will boost their autonomy and enhance cognitive development.

Adults can also support the development of speech and language by engaging with children during play, such as asking questions or naming items. This expands the childs vocabulary and understanding of what they are playing with.

Remember

Note: The role of the adult in children’s play

The adult who is responsible for caring for the young child will need to support play opportunities but also be able to allow each child to develop at their own pace. b)

Age/stage appropriate interaction between adults and children can help build trust and emotional security because children understand what the adult says when using age-appropriate language. Otherwise, they don't know what you are saying if the language used is too high for them.

It also encourages the childrens engagement and creativity because when an adult matches their responses to a child’s developmental stage or age, they help to encourage curiosity and exploration. For example, an adult narrating their actions during play helps to support language development in smaller children.

c)

A relationship between an adult and a child also lays the groundwork for language development and cognitive growth. Verbal interaction with the child and asking them questions, such as what the child is doing or echoing their words, will expand their vocabulary and introduce new terms, which will contribute to a richer language development.

When adults provide a language-rich environment, children will improve their vocabulary and comprehension.

Unit 6 Question 3 - Task 3

a) Write a description with examples of ways that an adult can support young children’s play.

b) Produce an outline which shows the importance of age- or stage-appropriate adult and child interaction.

c) Write an explanation of how adult interaction can extend the learning and development of the young child in their care.

Note: The role of the adult in children’s play

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

The adult who is responsible for caring for the young child will need to support play opportunities but also be able to allow each child to develop at their own pace. a)

They can also encourage children to express their thoughts and feelings, which helps develop emotional development and encourages speech.

Children often look to adults for guidance on how to behave in situations; adults who display positive behaviour teach children to act in the same manner. An example would be an adult handling conflict calmly and effectively. By observing the behaviour, children learn how to regulate their emotions in difficult situations and will adopt similar behaviours in their interactions.

b)

When interactions are tailored to a child’s development stage it can help with their learning. For example, a 2year-old learning to stack some blocks may need more gentle encouragement, whilst a 4-year-old might be more challenged to build something complex like a bridge, castle or tower.

Using stage appropriate interactions also includes knowing when to step away, allowing a child to try tasks and activities independently helps them to build problem solving skills and have confidence in their abilities.

By understanding developmental levels, it can help prevent adults from expecting too much too soon, ensuring that the play remains fun and accessible for all children.

Adults must build quality interactions with the children in their care. Quality interactions involve sustained shared thinking and allow children to construct knowledge through dialogue and problem-solving.

In these interactions, adults listen and then ask follow-up questions and offer explanations that build on children’s ideas without interrupting their thought processes.

Remember

Question 4 - Task 4

Understanding the importance of creativity and imagination for the development of a child

a) Describe how creativity and imagination is important for the development of a child, and describe how different activities can contribute to a childs creative and imaginative development

As children grow and develop they enjoy playing games. Games can be played indoors and/or outdoors, competitively and non-competitively. To show your understanding:

a) Describe a range of indoor and outdoor games which are age and stage appropriate

b) Assess the value and appropriateness of non-competitive/competitive games and activities

c) Review a selection of appropriate table-top games for children

The answer will only meet the criteria if:

Note: This is just an example. For the range of indoor and outdoor games, the learner needs to describe at least 3 indoor games and 3 outdoor games. The learner must describe the games, NOT the benefits.

The learner has described how creativity and imagination is important, and how different activities contribute to the child’s creative and imaginative development, as well as describing 3 indoor and 3 outdoor games, assessing non-competitive and competitive games/activities, and reviewed at least 3 table-top games.

PassExamples

To meet the criteria the learner must include answers such as:

a) Creativity and imagination is important for the development of a child because it helps them with critical thinking problem solving, improves language and emotional development also helps build and strengthen relationships. For example when a child is reading a book, they may use their creative skills and change voices for characters too and use body language and gestures to express the words in the book.

HIDE AND SEEK, Number of players 2 or more players (the more players the more fun) all age young children, teenagers and even adults can play One person counts and the other hide but can take turns with who is the one counting. the one who counts closes their eyes and counts out loud to 20-30 giving the other children time to hide. players who are hiding run and find a hiding spot within indoors, they could be hiding behind doors, in wardrobes, under the tables or even under the bed.

COMPETITIVE GAMES, are where people want to take part and win what they are doing. Why these examples are good they push you to do your best, they wi l learn how to win but if you lose without getting upset They will also get you ready for real matches and challenges.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

HIDE AND SEEK, If theyre little, they can get help from the other players who have been found or they can get help from the adults around them. The first person to be found will be the one that next to be on and has to count. Avoid hiding in unsafe or hard to breath spaces Avoid running to face around the house to prevent injury or breaking things around the house

SIMON SAYS, You have to listen very carefully and pay close attention and you have to react quickly and follow the instructions carefully.

GUESS WHO, only answer yes or no about your person so they have to figure out the other player character, it is fun for children because they can play detective but its only a 2 player game and its from 6+children.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 4 - Task 4

Understanding the importance of creativity and imagination for the development of a child

a) Describe how creativity and imagination is important for the development of a child, and describe how different activities can contribute to a childs creative and imaginative development

As children grow and develop they enjoy playing games. Games can be played indoors and/or outdoors, competitively and non-competitively. To show your understanding:

a) Describe a range of indoor and outdoor games which are age and stage appropriate

b) Assess the value and appropriateness of non-competitive/competitive games and activities

c) Review a selection of appropriate table-top games for children

To meet the criteria the learner must include answers such as:

a)

Creativity and imagination is important for the deve opment of a child because it helps them with critical thinking problem solving, improves language and emotional development also helps bui d and strengthen relationships. For example when a child is reading a book they may use their creative ski ls and change voices for characters too and use body language and gestures to express the words in the book. This will he p the child's language deve opment because they will earn different communication skil s gain confidence and be able to switch characters using their creativity and imagination and make the story more appealing also it wi l build relationships because if a child is reading a book to a group of chi dren they may enjoy the book and find the child very funny etc. and want to read more often with them which will create positive bonds and promote hea thy relationships with other children. Therefore creativity and imagination is important for a chi ds development because it helps them develop skil s and express themselves and build positive relationships through their creativity and imagination skills.

Different activities can contribute to a childs creative and imaginative development in many ways such as role play storytelling art music dance and nature exploring. These activities help a child express their creativity and imagination and helps them develop or improve ski ls For example when a child is doing an activity such as painting, they wil paint from their imagination creating characters bui dings scenarios and creating a whole story with painting through their creative thinking skills This type of activity wi l contribute to a chi d's creative and imaginative development because they wi l be problem solving such as what character goes where suitable colours and shapes also using their hand and eye co ordination which will stimulate their brain and improve their fine motor skills by holding a brush Therefore these aspects will contribute to a childs creative and imaginative development because it encourages their brains to think out the box be curious and a so use their cognitive creative skil s to put their thoughts on paper and come to life.

Remember

Indoor Games

HIDE AND SEEK - Number of players 2 or more p ayers (the more players the more fun) all age young children teenagers and even adults can play One person counts and the other hide but can take turns with who is the one counting. the one who counts closes their eyes and counts out loud to 20-30 giving the other children time to hide. players who are hiding run and find a hiding spot within indoors, they could be hiding behind doors, in wardrobes, under the tables or even under the bed the one who counting after he/she finishing counting they have to shout ready or not here I come and then he/she starts to look for the other players. Then they will look for all the other players but once you are found you will have to wait for the other players to be found.

BOARD GAMES SNAKES AND LADDERS - Players 2+ age 3 years and up you have be the first to finish the game players roll the dice to move forward if they land on a ladder they can move up the ladder, but if they stop on a snake, they have to slid down to the snake tail. Players take it in turns to have their go, only one player at a time the first one to get to the end of the game wins, but if there are other players they can carry on till they have finished

SIMON SAYS - 3 or more players (the more the better) age 3 and up type of game listening and movement game Space needed a small/medium indoor space One person is Simon and the rest have to listen to what Simon says The person who is Simon has to listen very carefully to what Simon says like Simon says touch your nose, or Simon says touch your head but if they say touch your nose you cant do it or you will be out the game So if they say Simon says you have to do the actions but if there is no Simon says you don't do anything and you stand sti l. The last person still in the game at the end is the one that takes over Simon says.

Outdoor Games

HOPSCOTCH - you have to draw squares and put 1-10 in the boxes and you have to jump in the square with each number 1 up to 10

BALL KICKING THROWING OR CATCHING - is where you get like a footbal and by kicking or throwing a ball to your friend they wi l kick it back or throw the ball back to you

CHASING GAMES - games like stuck in the mud or duck duck goose, stuck in the mud is where you play tag but when you tag the person and they have to stand and wait till one of their friends come and go under your arm to let you be free (continued in ‘good examples’ section)

Example ‘Pass’ Answers

Competitive/NonCompetitive Games

NON-COMPETITIVE - are where no one wins or loses, everyone takes turns and has fun Why these games are good there is no pressure so no one feels like they have come last. Everyone has a turn, it will help children make new friends and work as a team. Non-competitive activities are the best for some young child and mixed ability groups mix together to make everyone feel ike taking part and are al equal It is good for the groups to feel confident and feel included

COMPETITIVE GAMES - are where peop e want to take part and win what they are doing Why these examples are good they push you to do your best, they will learn how to win but if you lose without getting upset They will a so get you ready for real matches and challenges.

Competitive games are the best with more confident players and probably better for older children when children like a cha lenge

Table-Top Games

UNO - it is a card game where you match the colours and numbers and you have to be the first to get rid of all your cards this is a fun game for children because it is rea ly easy for children and the game is for all ages

MOUSE TRAP - you build a crazy mouse trap while playing a board game with mice, it is a good game for children to play because it is colourful and you build the trap Once the trap is set up, its great to see it working. The trap is like a marble run mixed with lego the only trouble it takes a long time to set it up, children from 6+ can play this game.

SNAKES AND LADDERS - is a board game that you roll a dice and with what you have rolled you can move how many spaces but you have to go up the ladders and down the snakes it's a really fun game to play with children because anyone can win - even when a player is in front, they can end up at the back if they land on a snake. its from 4+ and its fun for all the family.

Question 4 - Task 4

Understanding the importance of creativity and imagination for the development of a child

a) Describe how creativity and imagination is important for the development of a child, and describe how different activities can contribute to a childs creative and imaginative development

As children grow and develop they enjoy playing games. Games can be played indoors and/or outdoors, competitively and non-competitively. To show your understanding:

a) Describe a range of indoor and outdoor games which are age and stage appropriate

b) Assess the value and appropriateness of non-competitive/competitive games and activities

c) Review a selection of appropriate table-top games for children

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Indoor Games

HIDE AND SEEK - If they're little, they can get help from the other players who have been found or they can get help from the adults around them. The first person to be found will be the one that next to be on and has to count. Avoid hiding in unsafe or hard to breath spaces. Avoid running to face around the house to prevent injury or breaking things around the house.

BOARD GAMES, SNAKES AND LADDERS - Benefit of the board game encourages critical thinking and problem solving. Improves social skills and teamwork and helps with maths and language, learning offers fun no screening fun entertainment.

SIMON SAYS -You have to listen very carefully and pay close attention and you have to react quickly and follow the instructions carefully.

Outdoor Games

HOPSCOTCH - It helps with children's balance and coordination.

BALL KICKING THROWING OR CATCHING - It helps with teamwork and taking turns.

CHASING GAMES - (continued from ‘pass examples’ section) and duck duck goose is where you have to all sit in a circle and someone taps your head but saying duck or goose if it lands on you and they say goose you have to run around the circle and catch up with the one that on if they sit down before you get them its your turn its your turn to then do duck duck goose.

Table-Top Games

GUESS WHO - you have to ask question to the other person and they can only answer yes or no about your person so they have to figure out the other player character, it is fun for children because they can play detective but its only a 2 player game and its from 6+children.

Remember

Question 5 - Task 5

Children love to cook and this can provide fun opportunities for creative and imaginative learning to take place.

To show your understanding:

a) plan a cooking activity for children

b) identify the health, safety and hygiene requirements when preparing food with children

c) describe the role of the adult during a cooking activity with children.

The answer will only meet the criteria if:

The learner has planned a cooking activity, identified stated requirements and described the adult’s role e.g. used paragraphs to plan, identify and describe the answers

PassExamples

To meet the criteria the learner must include answers such as:

Before any cooking activity begins, I encourage the children to wash their hands

After this they need to get all of the equipment out; they use a step up because our bowls are in high cupboards. After they are ready they measure out the ingredients and mix them together using their hands next they take a scoop of the dough and roll it up, then flatten it out with the ro ling pin, after this is done it's time to put them in the frying pan for a couple of minutes on each side until cooked through

The health, safety and hygiene implications inc ude hand washing, and being careful when using a frying plan and the hob to cook the flat breads, we also need to make sure our utensils and surfaces are clean. I make sure that they do not touch the hob when its on nor the pan and use a silicone spatula to turn over the flat breads in the pan

My role as an adult is to prepare the pan on the hob so they do not splash hot oil on themselves, they also wear aprons to stop an oil splashing on their clothing. I will also supervise them when taking the flat breads out of the pan and putting them on a plate

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question No examples available for this question

Question 5 - Task 5

Children love to cook and this can provide fun opportunities for creative and imaginative learning to take place.

To show your understanding:

a) plan a cooking activity for children

b) identify the health, safety and hygiene requirements when preparing food with children

c) describe the role of the adult during a cooking activity with children.

To meet the criteria the learner must include answers such as:

Cooking activity - flat bread

Ingredients -

300g Self raising flour, pinch of salt, 300g Greek yoghurt, 1 tbs oil

Tools - bread board, rolling pin, bowl, frying pan, spatula

Before any cooking activity begins, I encourage the children to wash

After they are ready they measure out the ingredients and mix them

done it's time to put them in the frying pan for a couple of minutes on each side until cooked through.

The health, safety and hygiene implications include, hand washing, and being careful when using a frying plan and the hob to cook the flat breads, we also need to make sure our utensils and surfaces are clean. I make sure that they do not touch the hob when it's on nor the pan and use a silicone spatula to turn over the flat breads in the pan.

Remember

Question 6 - Task 6

There are many opportunities to encourage creative development.

a) Identify appropriate creative activities and their accompanying resources for use with children.

b) Plan a creative activity.

c) Identify how the planned activity could enhance a child’s learning and development.

The answer will only meet the criteria if:

The learner has identified creative activities and resources, planned a creative activity and identified how this can enhance child development e.g. used paragraphs/bullet points to identify and plan the answers

PassExamples

To meet the criteria the learner must include answers such as:

Arts and crafts - glue, paper scissors, paints, crayons, pencils using different medium to create crafts such as finger paintings using boxes to make robots and space rockets using bottles to make mini rafts

Imaginative play - using props and dress up, children can create their own stories and engage with their peers creatively Imaginative play a so incorporates all toys children will make up scenarios using toys like cars and trains, playing with track promotes childrens ability to work together as a team

Resources Needed

A collection of natural materials (leaves twigs, petals, grass, bark pebbles)

Large sheets of paper or cardboard

PVA glue and glue brushes

Safety scissors

Aprons or old shirts to protect clothing

Access to an outdoor area or prepared trays of natural items

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

.. where chi dren are encouraged to explore natural textures and create a visual representation using items collected from the outdoor environment.

Cognitively it encourages observational skills and categorisation, as children compare textures and make decisions about layout and design. Language development is fostered through discussion, describing their materia s, expressing ideas and building vocabulary Similarly, socially and emotionally it supports cooperative learning if done in small groups encourages pride in achievement, and provides a calming sensory-rich experience. Additionally, the activity promotes environmental awareness, helping children begin to appreciate and engage with the natural world around them

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 6 - Task 6

There are many opportunities to encourage creative development.

a) Identify appropriate creative activities and their accompanying resources for use with children.

b) Plan a creative activity.

c) Identify how the planned activity could enhance a child’s learning and development.

To meet the criteria the learner must include answers such as:

Arts and crafts - glue, paper, scissors, paints, crayons, pencils ,using different medium to create crafts such as finger paintings, using boxes to make robots and space rockets using bottles to make mini rafts (continued in ‘good examples’ section)

Imaginative play - using props and dress up, children can create their own stories and engage with their peers creatively. Imaginative play also incorporates all toys, children will make up scenarios using toys like cars and trains, playing with track promotes children's ability to work together as a team, (continued in ‘good examples’ section)

My idea for a creative activity is called Nature Collage Art, (continued in ‘good examples’ section)

Resources Needed:

A collection of natural materials (leaves, twigs, petals, grass, bark, pebbles)

Large sheets of paper or cardboard

PVA glue and glue brushes

Safety scissors

Aprons or old shirts to protect clothing

Access to an outdoor area or prepared trays of natural items

Steps:

1.Begin with a short group discussion about nature what children see, touch, and hear when outside.

2.If possible, take a nature walk and allow children to collect safe items from the ground.

3.Back inside, set up a creative table with all materials laid out attractively.

4.Invite children to select their items and arrange them on their paper or board.

5.Help them apply glue and press down their materials to create a unique nature collage.

6.Encourage conversation about what they’re using and why, linking to colours, textures, and patterns.

7.Display their work proudly on a wall or in a portfolio.

Remember

This nature collage activity supports multiple areas of a child’s learning and development. Creatively, it allows children to make independent choices and express themselves through art, building confidence in their abilities. Physically, it enhances fine motor skills through handling small, uneven items and using tools like glue brushes

Unit 6 Question 6 - Task 6

There are many opportunities to encourage creative development.

a) Identify appropriate creative activities and their accompanying resources for use with children.

b) Plan a creative activity.

c) Identify how the planned activity could enhance a child’s learning and development.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

(continued from ‘good examples’ section) there are literally a thousand things you can create with craft material.

(continued in ‘good examples’ section) using thinking skills to create scenes and promote fine and gross motor skills.

(continued from ‘good examples’ section) where children are encouraged to explore natural textures and create a visual representation using items collected from the outdoor environment.

Cognitively, it encourages observational skills and categorisation, as children compare textures and make decisions about layout and design.

Language development is fostered through discussion, describing their materials, expressing ideas, and building vocabulary. Similarly, socially and emotionally, it supports cooperative learning if done in small groups, encourages pride in achievement, and provides a calming, sensory-rich experience.

Additionally, the activity promotes environmental awareness, helping children begin to appreciate and engage with the natural world around them.

Remember

Children enjoy books and stories if they are chosen with their specific age and stage in mind.

a) Describe how books and stories can promote the learning and development of children.

b) Describe criteria you could refer to when choosing books for young children.

c) List a range of age- and stage-appropriate books for children.

The answer will only meet the criteria if:

The learner has described how books and stories promote development, described a criteria and listed book examples for children e.g. used paragraphs to describe and bullet points to list

PassExamples

To meet the criteria the learner must include answers such as:

One of the most important criteria is age and developmental suitability. Books should match the child’s stage of cognitive and emotional growth. For instance, very young children benefit from simple texts with repetitive language and bold illustrations whereas older children may be ready for more complex narratives and character-driven stories that require higher-level thinking and emotional interpretation

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Reading also contributes significantly to emotional and social development Through books, children are introduced to a wide range of emotions situations, and social dynamics that can be reflected into rea life situations They learn how to empathise with characters, explore their own feelings and understand different perspectives. This emotional literacy is crucial for building healthy relationships and developing a sense of se f

Finally practical considerations such as durability and safety are essentia , especia ly for infants and toddlers. Board books, cloth books, or plastic bath books are more suitable for this age group as they are designed to withstand rough hand ing and are safe for mouthing.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

In addition, cultural relevance and positive representation should also guide book selection Books shou d reflect a diverse range of backgrounds, fami y structures, and experiences allowing children to see themselves represented and to learn about others in respectful and inclusive ways

This not only validates their identity but a so fosters empathy and global awareness Moreover, the educational and emotiona va ue of a book is vital Stories that gently introduce important life skills values, and emotional themes, such as kindness, resi ience, sharing, or dealing with fear can provide children with tools to navigate real-life situations in a safe and manageable context

Question 7 - Task 7

Children enjoy books and stories if they are chosen with their specific age and stage in mind.

a) Describe how books and stories can promote the learning and development of children.

b) Describe criteria you could refer to when choosing books for young children.

c) List a range of age- and stage-appropriate books for children.

To meet the criteria the learner must include answers such as:

Books and stories play a vital role in promoting the holistic development of young children. By selecting content tailored to a child’s age and developmental stage, can foster growth across multiple areas including language, cognition, emotional well-being, and social understanding.

One of the most significant ways books support development is through the enhancement of language and communication skills. Exposure to stories helps children build vocabulary, learn sentence structure, and develop listening comprehension. In this manner, books that use rhyme, repetition, and rhythmic language are particularly effective in reinforcing early literacy skills and phonological awareness. Additionally, books and stories stimulate cognitive development by encouraging children to think critically, make predictions, and understand causeand-effect relationships.

Remember

Selecting appropriate books for young children requires careful consideration of their developmental stage, interests, and individual needs. One of the most important criteria is age and developmental suitability. Books should match the child’s stage of cognitive and emotional growth.

For instance, very young children benefit from simple texts with repetitive language and bold illustrations, whereas older children may be ready for more complex narratives and character-driven stories that require higher-level thinking and emotional interpretation. Visual appeal and illustration quality are also essential. This is because young children, especially pre-readers, rely heavily on images to understand and engage with a story. Books with clear, vibrant illustrations and expressive characters help children make sense of the narrative and foster early comprehension skills.

0-12 months - Black and White by Tana Hoban

1-2 years - Dear Zoo by Rod Campbell

2-3 years - Brown Bear, Brown Bear, What Do You See? By Bill Martin

Jr. & Eric Castle

Unit 6 Question 7 - Task 7

Children enjoy books and stories if they are chosen with their specific age and stage in mind.

a) Describe how books and stories can promote the learning and development of children.

b) Describe criteria you could refer to when choosing books for young children.

c) List a range of age- and stage-appropriate books for children.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Through storylines and characters, children learn how to sequence events, understand narrative structures, and engage in symbolic thinking, all of which are essential foundations for more advanced learning. Reading also contributes significantly to emotional and social development. Through books, children are introduced to a wide range of emotions, situations, and social dynamics that can be reflected into real life situations.

They learn how to empathise with characters, explore their own feelings, and understand different perspectives. This emotional literacy is crucial for building healthy relationships and developing a sense of self.

b)

Another important consideration is the use of repetitive and predictable language patterns. Stories that include repeated phrases or rhymes help reinforce vocabulary and structure, making it easier for children to anticipate language and participate actively during reading.

Books that offer interactive elements are particularly engaging for babies and toddlers. These features stimulate sensory exploration, encourage fine motor development, and help maintain attention.

Finally, practical considerations such as durability and safety are essential, especially for infants and toddlers. Board books, cloth books, or plastic bath books are more suitable for this age group, as they are designed to withstand rough handling and are safe for mouthing.

c)

0-12 months - Global Babies by The Global Fund for Children

1-2 years - That’s Not My Puppy by Fiona Watt

2-3 years - Where’s Spot? by Eric Hill

3-5 years - The Very Hungry Caterpillar by Eric Carle Owl Babies by Martin Waddell

5-7 years - We’re All Wonders by R.J. Palacio The Gruffalo by Julia Donaldson

7-9 years - Charlotte’s Web by E.B. White Fantastically Great Women Who Changed the World by Kate Pankhurst

Children enjoy books and stories if they are chosen with their specific age and stage in mind.

a) Describe how books and stories can promote the learning and development of children.

b) Describe criteria you could refer to when choosing books for young children.

c) List a range of age- and stage-appropriate books for children. a)

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

b)

Similarly, book can also introduce children to cultural diversity and identity, allowing them to see both themselves and others reflected in stories. Inclusive books promote a sense of belonging and respect for difference, laying the groundwork for inclusive attitudes and global citizenship from an early age.

Finally, the act of reading itself supports bonding and social interaction. Shared reading experiences encourage conversation, questions, and engagement, which are essential for both social development and strengthening adult-child relationships.

In addition, cultural relevance and positive representation should also guide book selection. Books should reflect a diverse range of backgrounds, family structures, and experiences, allowing children to see themselves represented and to learn about others in respectful and inclusive ways.

This not only validates their identity but also fosters empathy and global awareness. Moreover, the educational and emotional value of a book is vital.

Stories that gently introduce important life skills, values, and emotional themes, such as kindness, resilience, sharing, or dealing with fear, can provide children with tools to navigate real-life situations in a safe and manageable context.

Remember

Talking and listening are important features in a young child’s learning and development in the early years. To show your understanding:

a) describe appropriate talking and listening games

b) list factors which may enhance talking and listening activities

c) explain why talking and listening are important for children’s learning and development

d) describe the role of the adult when talking and listening to children.

The answer will only meet the criteria if:

The learner has described talking and listening games, listed factors to enhance described games, explained why these are important and described the adult’s role in communicating with children e.g. used paragraphs to describe and explain, and bullet points to list the answers

PassExamples

To meet the criteria the learner must include answers such as:

a) Talking and listening games are essential activities in early childhood settings that support the development of communication and social skills. These games are not on y enjoyable but are also carefu ly designed to encourage active participation verbal expression, and auditory understanding. One widely used game is “I Spy”, the child says, "I spy with my little eye something beginning with" and they give the initial letter sound The others have to guess what it is by giving descriptive features.

c) Talking and listening are foundational skills in early childhood that underpin all areas of learning and development. These abi ities not on y support the acquisition of language but a so p ay a critical role in a child’s emotional, cognitive, and social growth. Thus, through talking, children learn how to express their thoughts, ideas, and feelings. They develop vocabulary grammar and sentence structure, which are essential for effective communication. Similarly through listening children acquire new information, learn to interpret verbal cues, and begin to understand how conversations work, including turn-taking and responding appropriately.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

a) Additiona ly, nursery rhyme completion games where the adult pauses during a familiar rhyme for the child to complete, are valuab e for supporting memory, rhythm, and language pattern recognition. Sound-matching activities, where children listen to and identify sounds (like animal noises or environmental sounds) are ideal for enhancing auditory discrimination.

b) Repetition and Routine – Familiar activities encourage confidence and reinforce learning

Positive Adult Role Models – Adults modelling good listening skills and expressive language set a strong example for children.

Open-Ended Questions – Promotes extended responses and critical thinking rather than simple yes/no answers

Praise and Encouragement – Builds confidence and motivates children to participate and express themselves.

d) Equally vita is the ability of the adult to listen attentively. This means giving the child their full attention, maintaining eye contact and responding in a way that shows interest and respect This is important because when chi dren feel listened to, they gain confidence in expressing themselves, which encourages further communication and strengthens self-esteem Additional y, adults must ensure that every child has the opportunity to speak, especially those who may be shy or have language delays Creating an inclusive, non-judgemental environment encourages participation and bui ds confidence.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

c) Talking and listening are central to forming meaningful relationships, expressing empathy, and navigating social interactions in early learning settings. In addition, strong oral communication skills are strongly inked to later literacy success. Children who are confident speakers and attentive listeners are more likely to develop early reading and writing skills. They can better understand story structure predict outcomes, and make connections between spoken and written language.

Question 8 - Task 8

Talking and listening are important features in a young child’s learning and development in the early years. To show your understanding:

a) describe appropriate talking and listening games

b) list factors which may enhance talking and listening activities

c) explain why talking and listening are important for children’s learning and development

d) describe the role of the adult when talking and listening to children.

To meet the criteria the learner must include answers such as:

Talking and listening games are essential activities in early childhood settings that support the development of communication and social skills. These games are not only enjoyable but are also carefully designed to encourage active participation, verbal expression, and auditory understanding.

One widely used game is “I Spy”, the child says, "I spy with my little eye something beginning with" and they give the initial letter sound. The others have to guess what it is by giving descriptive features. (description continued in ‘good examples’ section)

Another popular activity is “Simon Says”, which requires children to listen attentively and respond to specific verbal commands.

Guessing games, such as describing an object without naming it... (sentence continued in ‘good examples’ section) b)

Quiet, Calm Environment - (continued in ‘good examples’ section)

Small Group Size - (continued in ‘good examples’ section)

Visual Prompts and Props - (continued in ‘good examples’ section)

c)

Talking and listening are foundational skills in early childhood that underpin all areas of learning and development. These abilities not only support the acquisition of language but also play a critical role in a child’s emotional, cognitive, and social growth. Thus, through talking, children learn how to express their thoughts, ideas, and feelings.

They develop vocabulary, grammar, and sentence structure, which are essential for effective communication. Similarly, through listening, children acquire new information, learn to interpret verbal cues, and begin to understand how conversations work, including turn-taking and responding appropriately.

d)

The role of the adult in talking and listening: Adults serve as facilitators of language, models of communication and supporters of emotional connection. Their interaction is crucial in shaping how children develop their own speaking and listening skills.

Therefore, one of the adult’s most important roles is to model language. By speaking clearly, using varied vocabulary, and constructing full sentences, adults provide children with examples of how language is used for different purposes, such as asking questions, describing events, or expressing feelings. Through regular interaction, children begin to imitate and imitate these patterns

Unit 6 Question 8 - Task 8

Talking and listening are important features in a young child’s learning and development in the early years. To show your understanding:

a) describe appropriate talking and listening games

b) list factors which may enhance talking and listening activities

c) explain why talking and listening are important for children’s learning and development

d) describe the role of the adult when talking and listening to children.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

c)

(description continued from ‘pass examples’ section) This promotes phonological awareness and vocabulary building.

This game supports listening comprehension, attention span, and the ability to follow multi-step instructions.

(sentence continued from ‘pass examples’ section) help children practice expressive language while encouraging peers to listen carefully and infer meaning from clues. Additionally, nursery rhyme completion games, where the adult pauses during a familiar rhyme for the child to complete, are valuable for supporting memory, rhythm, and language pattern recognition. Sound-matching activities, where children listen to and identify sounds (like animal noises or environmental sounds), are ideal for enhancing auditory discrimination.

Remember

Quiet, Calm Environment - Reduces background noise and distractions, enabling children to focus on sounds and speech.

Small Group Size - Allows more opportunities for individual participation and adult interaction.

Visual Prompts and Props - Using puppets, flashcards, or storybooks can help children better understand and engage with language.

Repetition and Routine – Familiar activities encourage confidence and reinforce learning.

Positive Adult Role Models – Adults modelling good listening skills and expressive language set a strong example for children.

Open-Ended Questions – Promotes extended responses and critical thinking rather than simple yes/no answers.

Praise and Encouragement – Builds confidence and motivates children to participate and express themselves.

These skills also have a direct impact on cognitive development. As children listen to stories, instructions, or explanations, they practise attention, memory, and comprehension. Talking allows them to process their experiences, ask questions, and articulate their understanding, all of which contribute to problem-solving and critical thinking. Furthermore, in terms of social and emotional development, the ability to listen and respond appropriately helps children build friendships, resolve conflicts, and understand the emotions of others.

d)

Equally vital is the ability of the adult to listen attentively. This means giving the child their full attention, maintaining eye contact, and responding in a way that shows interest and respect.

This is important because when children feel listened to, they gain confidence in expressing themselves, which encourages further communication and strengthens self-esteem. Additionally, adults must ensure that every child has the opportunity to speak, especially those who may be shy or have language delays. Creating an inclusive, nonjudgemental environment encourages participation and builds confidence.

Talking and listening are important features in a young child’s learning and development in the early years. To show your understanding:

a) describe appropriate talking and listening games

b) list factors which may enhance talking and listening activities

c) explain why talking and listening are important for children’s learning and development

d) describe the role of the adult when talking and listening to children.

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Talking and listening are central to forming meaningful relationships, expressing empathy, and navigating social interactions in early learning settings. In addition, strong oral communication skills are strongly linked to later literacy success. Children who are confident speakers and attentive listeners are more likely to develop early reading and writing skills. They can better understand story structure, predict outcomes, and make connections between spoken and written language.

Remember

Question 1 Review 2

Outline employee rights and responsibilities under 'Employment Law' and describe how related legislation can support employees in the workplace.

The answer will only meet the criteria if:

The learner has outlined rights and responsibilities and described how legislation can support employees e.g. used paragraphs to outline and describe the answers

PassExamples

To meet the criteria the learner must include answers such as:

GoodExamples

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Question 1 Review 2

Outline employee rights and responsibilities under 'Employment Law' and describe how related legislation can support employees in the workplace.

To meet the criteria the learner must include answers such as:

National Minimum Wage/National Living Wage

The National Minimum Wage and National Living Wage are the minimum hourly pay rates that employers must pay workers in the UK. It’s grouped by age and also whether the role is an apprenticeship.

This legislation is in place to ensure that workers receive at least the minimum hourly pay rate for their age and employment type.

Written Particulars of Employment

This gives every employee the right to receive a written statement outlining the key terms and conditions of their employment.

This legislation makes sure that employees have documented confirmation of their job responsibilities, pay rate, working hours, and other conditions.

Paid Holidays

This applies to employees and workers, including parttime, agency, and zero hour contract staff. It entitles them to 5.6 weeks of paid holiday per year (including bank holidays and pro-rated for part time staff). For zero hours staff, holiday accrues at 12.07% of hours worked.

This legislation makes sure that employees get the time off that they need to recharge in order to support their health.

Statutory Sick Pay

Entitles employees and workers (in certain circumstances) to be paid a fixed sum per week, for up to 28 weeks, if they’re too ill to work and have notified their employer.

This legislation makes sure that individuals receive income when they are ill and unable to work. It reduces the pressure on them to try and work when they’re unwell, (sentence continued in ‘good examples’ section)

Discrimination

This protects individuals from unfair treatment at work. It makes it unlawful to discriminate against someone based on the following protected characteristics: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, or sexual orientation. This legislation ensures that all employees are treated fairly regardless of personal characteristics.

Remember

Question 1 Review 2

Outline employee rights and responsibilities under 'Employment Law' and describe how related legislation can support employees in the workplace.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

National Minimum Wage/National Living Wage

It protects vulnerable groups, such as young workers and apprentices, from being underpaid. It also helps employees to fund basic living costs and maintain a reasonable standard of living.

Written Particulars of Employment

It makes sure that both the employer and employee are on the same page and that there are no misunderstandings. It also acts as evidence when there is a dispute over employment terms or breaches of contract.

Paid Holidays

It covers all types of employees, such as part time and zero hours contract, to make sure that everyone is treated fairly. It helps to encourage a good healthy work life balance for employees.

Statutory Sick Pay

(sentence continued from ‘pass examples’ section) which could make the individual more poorly or also risk spreading the illness to others in the workplace. It covers individuals for up to 28 weeks, so gives them plenty of time to fully recover from any illness.

Discrimination

It reduces harassment and bullying in the workplace by making discriminatory behaviour against the law. It gives employees the right to challenge unfair treatment and take legal action against discriminatory behaviour.

Remember

Question 2 Review 2

Describe employer responsibilities in the workplace, and identify sources and types of information and advice on own employment rights and responsibilities

The answer will only meet the criteria if:

The learner has described responsibilities of the employer and identified sources and information on employment responsibilities and rights e.g. used paragraphs to describe and identify the answers

PassExamples

To meet the criteria the learner must include answers such as:

Provide a Safe Working Environment – this requires the employer to conduct risk assessments and provide safety training They must also supply any necessary safety equipment. An example being safety goggles for a practical science lesson to protect eyes from chemical sp ashes or fumes This is required as part of the Health and Safety at Work Act 1974

Prevent Discrimination and Harassment – employers must promote diversity and equal opportunities, this could be through internal diversity training programmes or by celebrating different cultural events The employer must also investigate and address complaints fairly

Respect Employee Rights – this requires the employer to allow legal rights such as paid holidays, sick pay and family eave. The employer must also keep employee information confidential in line with GDPR, as well as handling grievances and disciplinary matters fairly.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Pay Employees Fairly – this requires the employer to pay at least the minimum hourly wage rate based on the employees age (and apprenticeship status), which is set out in law and show on the Gov.uk website. It also ensures that employees are paid accurately and in a timely manner with no unlawful deductions made.

Issue Written Terms of Employment – this could be an employment contract but as a bare minimum, employers must provide a written statement outlining details like pay, hours, job ro e and notice period, on or before the first day of employment

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 2 Review 2

Describe employer responsibilities in the workplace, and identify sources and types of information and advice on own employment rights and responsibilities

To meet the criteria the learner must include answers such as:

Provide a Safe Working Environment

This requires the employer to conduct risk assessments and provide safety training. They must also supply any necessary safety equipment. An example being safety goggles for a practical science lesson to protect eyes from chemical splashes or fumes. This is required as part of the Health and Safety at Work Act 1974.

Prevent Discrimination and Harassment

Employers must promote diversity and equal opportunities, this could be through internal diversity training programmes or by celebrating different cultural events. The employer must also investigate and address complaints fairly.

Respect Employee Rights

This requires the employer to allow legal rights such as paid holidays, sick pay, and family leave. The employer must also keep employee information confidential in line with GDPR, as well as handling grievances and disciplinary matters fairly.

Sources and Types of Information on Employment Rights

Gov.uk website – you can find information on your legal rights, rates of pay, holiday entitlement, sick pay, and contracts

ACAS – They offer free advice on workplace disputes, your rights, and also employer responsibilities

Citizen’s Advice – this is a free service that you can phone or you can call into a local office to access support. They can help with guidance on contracts, pay, discrimination, and even legal action

Trade unions – if you join a union then you can approach them for legal support, representation, and advice

HR department – if you have one, then this would generally be where you go with workplace queries or concerns.

Remember

Review 2 Question 2

Describe employer responsibilities in the workplace, and identify sources and types of information and advice on own employment rights and responsibilities

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Pay Employees Fairly Issue Written Terms of Employment Sources and Types of Information on Employment Rights

This requires the employer to pay at least the minimum hourly wage rate based on the employees age (and apprenticeship status), which is set out in law and show on the Gov.uk website. It also ensures that employees are paid accurately and in a timely manner with no unlawful deductions made.

This could be an employment contract, but as a bare minimum, employers must provide a written statement outlining details like pay, hours, job role and notice period, on or before the first day of employment.

Employment contract – or this could be a written terms of employment, but it will outline basic entitlements in line with the law Payslip – this will show a breakdown of what you’ve been paid and any deductions, so you can check the detail to make sure that it’s correct

Question 3 - Task 1

Understand agreed ways of working that protect own relationship with employer:

a) Explain the terms and conditions of own contract of employment

b) Describe information shown on own pay statement

c) Explain the procedures to follow in event of a grievance

d) Identify the personal information that must be kept up to date with own employer

e) Explain agreed ways of working with employer

The answer will only meet the criteria if:

The learner has explained, described and identified a-e e.g. used paragraphs to explain, describe and identify the answers

PassExamples

To meet the criteria the learner must include answers such as:

Job Title and Description of Work: This confirms your ro e and the type of work that wi l be expected of you as part of the role

Pay: This includes your hourly rate of pay or annual salary, plus how often you will be paid (i.e. weekly, or monthly etc), and any bonuses or commissions.

The payslip has my basic information on, such as address name, NI number and employee ID It references the period that the pay relates to, the date that it was paid and also my tax code and NI category for the period There is then a detailed breakdown of my basic pay, less deductions such as tax, NI, flexible benefits (additional leave days purchase, dental cover, health insurance etc) and pension contributions. It also shows the cumulative position with regards to tax and NI paid during the tax year At the bottom it shows both the gross and net salary for the period and the last 4 digits of my bank account where the funds have been paid to.

You must also complete any required training or development as this helps to make sure that you continue to do a good job and also keep up to date with changes in legislation, technology or company processes

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

It's important to act professionally and treat customers and colleagues with respect and display a positive attitude. You must also treat sensitive and confidential data appropriately and in line with GDPR or you risk reputational damage for the company as wel as disciplinary and legal action (including fines) for both yourse f and the company.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 3 - Task 1

Understand agreed ways of working that protect own relationship with employer:

a) Explain the terms and conditions of own contract of employment

b) Describe information shown on own pay statement

c) Explain the procedures to follow in event of a grievance

d) Identify the personal information that must be kept up to date with own employer

e) Explain agreed ways of working with employer

To meet the criteria the learner must include answers such as:

Terms and Conditions

Job Title and Description of Work: This confirms your role and the type of work that will be expected of you as part of the role.

Start Date This is the date that you start working for the company.

Pay: This includes your hourly rate of pay or annual salary, plus how often you will be paid (i e weekly or monthly etc) and any bonuses or commissions

Working Hours: This is the hours and days of the week that you’re expected to work and any flexibility requirements

Holiday Entitlement: This is your annual leave allowance (usually 5.6 weeks including bank holidays).

Place of Work: This is your main work location and it will also state whether travel may be required.

End Date: This is how long the job is expected to last, which may be a fixed end date for fixed term contracts

Probation Period this is a bit like a trial period, where you will need to be performing your job to a satisfactory standard by a fixed date in order to pass your probation period. If you don’t pass your probation period, then the employment can be brought to an end Other Benefits this might include things like childcare vouchers or company car schemes for example.

Sick Pay: Outlines entitlement to Statutory Sick Pay or any enhanced company sick pay.

Notice Period: This is how much notice you or your employer must give to end the contract. Disciplinary and Grievance Procedures: Refers to company policies for handling disputes or misconduct

Pension Scheme: Detai s any workplace pension contributions

Confidentiality and Conduct Sets expectations around behaviour, data protection and company reputation

Shown On Pay Statement

The payslip has my basic information on, such as address, name NI number, and employee ID. It references the period that the pay relates to, the date that it was paid, and also my tax code and NI category for the period. There is then a detailed breakdown of my basic pay, less deductions, such as tax, NI, flexible benefits (additional leave days purchase, dental cover, hea th insurance etc) and pension contributions. It also shows the cumulative position with regards to tax and NI paid during the tax year At the bottom it shows both the gross and net salary for the period and the last 4 digits of my bank account where the funds have been paid to

Grievance Procedure

In the event of a grievance, the first step would be to discuss the issue with your line manager (or their line manager if the issue is with the actual line manager) to see if the issue can be resolved informally. In the event that this isn’t successful then you can submit a formal grievance to HR or Senior Management, outlining the issue and required resolution in writing.

The employer will investigate the complaint, which will involve gathering evidence and ikely interviews with impacted individua s. There will then be a formal grievance meeting where you will be required to present your case You will generally receive the outcome in writing following the meeting. If you’re not happy with the outcome then you can raise an appeal to have the decision independently reviewed.

Personal Information that must be kept up to date by employers

Name Address

Contact details, such as email address and phone number/s

Emergency contact details

Bank Account details

Medical Information (if relevant)

Agreed Ways of Working with Employer

This refers to the standards that an employer expects its employees to maintain which includes complying with company policies. They help to maintain a professional and safe working environment for both the employee and the company.

Following company policies and procedures is key and includes things like health and safety regulations, data protection regulations and promoting inclusivity. Being on time for work is also essential as well as regularly attending. You must follow company procedure if you’re ill and unable to work which is usually contacting your manager by a fixed time in the morning that you’re due to attend work or as soon as you’re reasonably able to. This allows the employer to cover your duties for the day You must also complete any required training or development as this helps to make sure that you continue to do a good job and also keep up to date with changes in legislation, technology or company processes

Review 2 Question 3 - Task 1

Understand agreed ways of working that protect own relationship with employer:

a) Explain the terms and conditions of own contract of employment

b) Describe information shown on own pay statement

c) Explain the procedures to follow in event of a grievance

d) Identify the personal information that must be kept up to date with own employer

e) Explain agreed ways of working with employer

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Agreed Ways of Working with Employer

It's important to act professionally and treat customers and colleagues with respect, and display a positive attitude. You must also treat sensitive and confidential data appropriately and in line with GDPR or you risk reputational damage for the company as well as disciplinary and legal action (including fines) for both yourself and the company.

Remember

Question 4 - Task 2

Know how own role fits within the wider context of the sector

a) Describe the effect of own role on service provision

b) Describe how own role links to the wider sector

c) Describe the main roles and responsibilities of representative bodies that influence the wider sector

d) Outline different viewpoints around an issue of public concern relevant to the sector or occupation

e) Describe how issues of public concern have altered public views of the sector or occupation

The answer will only meet the criteria if:

The learner has described and outlined a-e e.g. used paragraphs to describe and outline the answers

PassExamples

To meet the criteria the learner must include answers such as:

As a TA, the role directly helps to support chi dren in their learning and development. This is done on a 1-2-1 basis for children needing a bit of extra help or with SEND and also in small groups Providing this more targeted support he ps to give children more confidence, improve their behaviour and also help them to meet their targets. The TA role can a so help to support the teacher by preparing learning materia s and supporting with any admin needs to support the children’s learning. Having a TA helps to create a supportive learning environment, which rea ly helps with children’s we l being and progress.

Describe the Main Roles and Responsibilities of Representative Bodies That Influence the Wider Sector

DfE – The Department for Education set national po icies, standards and funding framework for schools and staff

OFSTED: This externa agency are responsib e for inspecting schools to check the quality of teaching, learning and safeguarding They make recommendations where improvements are required

Unions: Unions such as UNITE work with industries to fight for fair pay and working conditions for staff. Members must pay a fee to be part of the union, but as part of the membership, the union wil come into your work and represent you in cases such as grievances or disciplinary

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Collaborating with different internal contacts and external professionals helps to support overall pupil wellbeing and safeguarding.

Viewpoints Around Teacher and Support Staff Shortages

DfE – The DfE claim that they’re addressing the shortfall through a large investment in recruitment and retention. They’ve pledged to recruit 6,500 new teachers by 2029 and funded a 5 5% pay rise in 2024-25

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 4 - Task 2

Know how own role fits within the wider context of the sector

a) Describe the effect of own role on service provision

b) Describe how own role links to the wider sector

c) Describe the main roles and responsibilities of representative bodies that influence the wider sector

d) Outline different viewpoints around an issue of public concern relevant to the sector or occupation

e) Describe how issues of public concern have altered public views of the sector or occupation

To meet the criteria the learner must include answers such as:

Describe the Effect of Own Role on Service Provision

As a TA, the role directly helps to support children in their learning and development. This is done on a 1-2-1 basis for children needing a bit of extra help or with SEND, and also in small groups. Providing this more targeted support helps to give children more confidence, improve their behaviour, and also help them to meet their targets.

The TA role can also help to support the teacher by preparing learning materials and supporting with any admin needs to support the children’s learning. Having a TA helps to create a supportive learning environment, which really helps with children’s well being and progress.

Remember

Describe How Own Role Links to the Wider Sector

TAs help to implement national strategies, such as inclusive education and SEND support. The role also aligns with the goals set by the Department for Education (DfE), such as raising educational standards and improving pupil well being. TAs also support on school improvement plans as well as working alongside external professionals, such as Educational Psychologists (during SEND assessments etc), and social workers.

Describe the Main Roles and Responsibilities of Representative Bodies That Influence the Wider Sector

DfE – The Department for Education set national policies, standards and funding framework for schools and staff.

OFSTED: This external agency are responsible for inspecting schools to check the quality of teaching, learning, and safeguarding. They make recommendations where improvements are required.

Unions: Unions such as UNITE work with industries to fight for fair pay and working conditions for staff. Members must pay a fee to be part of the union, but as part of the membership, the union will come into your work and represent you in cases such as grievances or disciplinary.

Viewpoints Around Teacher and Support Staff Shortages

There is a big concern regarding a shortage of Teachers and also support staff in schools. Please see below viewpoints on this matter:

Parents and Carers – They will be concerned about the impact to children’s learning and potentially about support not being available if they have a child with additional needs.

Teachers and support staff –School staff will likely say that the pay hasn’t kept up with inflation and that their workload is high, making it a less desirable career choice.

How Issues of Public Concern Have Altered Public Views of the Teaching Progression

A good example of this is the mental health challenges experienced by pupils and school staff since the pandemic. Schools are now seen as frontline providers of emotional support. There is much greater respect for support staff in pastoral role, and also wellbeing leads.

The public now seem to expect schools to support children’s emotional and social needs, not just help them to learn subjects like maths and English.

Question 4 - Task 2

Know how own role fits within the wider context of the sector

a) Describe the effect of own role on service provision

b) Describe how own role links to the wider sector

c) Describe the main roles and responsibilities of representative bodies that influence the wider sector

d) Outline different viewpoints around an issue of public concern relevant to the sector or occupation

e) Describe how issues of public concern have altered public views of the sector or occupation

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Describe How Own Role Links to the Wider Sector

Collaborating with different internal contacts and external professionals helps to support overall pupil wellbeing and safeguarding.

Viewpoints Around Teacher and Support Staff Shortages

Unions - The unions will argue that low pay and poor conditions are causing this issue and will call for even better funding and recognition for teachers and support staff.

Remember

Question 5 - Task 3

a) Outline main types of meetings an define main terms used at formal meetings

b) Identify the main parts of an agenda and outline the activities carried out after the meeting

c) Identify the main issues or topics to be covered at a meeting and list questions that may be asked at a meeting, based on the agenda and papers provided

d) Identify potential problems that might arise in preparing for the meeting and identify potential problems that might arise during the meeting

e) Make an effective contribution at the meeting.

The answer will only meet the criteria if:

The learner has identified and outlined a-e e.g. used paragraphs to identify and outline the answers

PassExamples

To meet the criteria the learner must include answers such as:

Outline main types of meetings and define main terms used at formal meetings

Meetings to discuss any ongoing projects and monitor progress Meetings focused on specific topics

Structured meetings where presentations are given Meetings that promote collaboration and decision-making

Identify the main parts of an agenda and outline the activities carried out after the meeting

The main parts of an agenda include meeting title date, time and location List of items on the agenda, estimated time each item will take to raise and details of who is presenting each agenda item.

After a meeting, it is important to do the following:

·Create a post-meeting action plan that indicates what was decided who is responsible for ensuring action and white it needs to be comp eted by

·Send a brief recap of the meeting to a attendees to ensure everyone has a copy of the discussions that occurred as well as the decisions that were made.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Outline main types of meetings and define main terms used at formal meetings

Professional development meetings

Identify the main parts of an agenda and outline the activities carried out after the meeting

Quorum – The minimum number of members required to attend the meeting

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Review 2

Question 5 - Task 3

a) Outline main types of meetings an define main terms used at formal meetings

b) Identify the main parts of an agenda and outline the activities carried out after the meeting

c) Identify the main issues or topics to be covered at a meeting and list questions that may be asked at a meeting, based on the agenda and papers provided

d) Identify potential problems that might arise in preparing for the meeting and identify potential problems that might arise during the meeting

e) Make an effective contribution at the meeting.

To meet the criteria the learner must include answers such as:

b)

Outline main types of meetings and define main terms used at formal meetings

Meetings to discuss any ongoing pro ects and monitor progress

Meetings focused on specific topics

Structured meetings where presentations are given

Meetings that promote collaboration and decision-making

Main terms used at formal meetings are:

Agenda – A document that outlines the topics that need to be addressed in the meeting

Minutes – A document written to record what occurred during the meeting

Chair – The person who leads the meeting

Motion – A formal proposal made during a meeting for the group to decide on

Identify the main parts of an agenda and outline the activities carried out after the meeting

The main parts of an agenda include meeting title, date, time and location List of items on the agenda estimated time each item will take to raise and details of who is presenting each agenda item.

After a meeting it is important to do the fol owing:

Create a post-meeting action plan that indicates what was decided who is responsible for ensuring action and white it needs to be completed by

Send a brief recap of the meeting to a l attendees to ensure everyone has a copy of the discussions that occurred as well as the decisions that were made

Fo low up with the participants who are responsible for the actions needed to confirm they understand their responsibilities and deadlines

Encourage feedback from attendees to improve future meetings and identify areas of improvements

c)

Identify the main issues or topics to be covered at a meeting and list questions that may be asked at a meeting, based on the agenda and papers provided

Main issues or topics to be covered in a meeting may include brief progress updates for each member high ighting any achievements since the ast meeting. Discussing any issues that are preventing progress a lowing members to raise any problems and brainstorming solutions Acknowledge any recent individual or team successes.

Questions may include

Are there any issues anyone would like to raise?

Are there any general updates we need to be made aware of?

Based off the last meetings minutes is there anything that remains unsolved?

Are there any goals you would like to set to be achieved by the next meeting?

d)

Identify potential problems that might arise in preparing for the meeting and identify potential problems that might arise during the meeting

Technical difficulties such as software g itches or monitor issues that may cause delay when trying to present Having too many attendees can overwhelm the meeting resulting in it being difficu t to focus on the agenda and cover every point Not having enough materials to hand out can lead to confusion Lack of communication from attendees leading to missed opportunities or lack of discussions.

e)

Make an effective contribution at the meeting.

At my success review meeting I contributed when it came to areas, I think I need to work on such as my confidence when answering questions and overthinking the questions too much. I also was able to grade how I feel I have been getting on so far when I was asked certain questions Final y I was able to give feedback on the course as a who e and areas which I feel need improving such as some system glitches I have noticed that I raised with my tutor and success coach.

Question 5 - Task 3

a) Outline main types of meetings an define main terms used at formal meetings

b) Identify the main parts of an agenda and outline the activities carried out after the meeting

c) Identify the main issues or topics to be covered at a meeting and list questions that may be asked at a meeting, based on the agenda and papers provided

d) Identify potential problems that might arise in preparing for the meeting and identify potential problems that might arise during the meeting

e) Make an effective contribution at the meeting.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Outline main types of meetings and define main terms used at formal meetings

Professional development meetings

Main terms used at formal meetings are:

Quorum – The minimum number of members required to attend the meeting

Identify the main issues or topics to be covered at a meeting and list questions that may be asked at a meeting, based on the agenda and papers provided

Questions may include:

As a team, how do you think you can improve?

Identify potential problems that might arise in preparing for the meeting and identify potential problems that might arise during the meeting

Meetings that lack direction or have unclear objectives can result in unclear outcomes and wasted time.

Remember

Question 6 Review 2

Describe occupational opportunities within own sector and related sectors and identify sources of information related to a chosen career pathway

The answer will only meet the criteria if:

The learner has described and identified occupational opportunities and information related to a career path e.g. used bullet points to describe and identify the answers

PassExamples

To meet the criteria the learner must include answers such as:

There are a number of progression opportunities for a level 2 qualified Teaching Assistant The first one being completing the leve 3 qualification which gives you more in-depth knowledge on SEND support. It also allows you to get involved in the planning and de ivery of learning activities. Following this with the permission of your Head Teacher, you can complete the High Level TA course This is more of an Assistant Teacher role, where you can provide cover in the teacher’s absence, and also help them with lesson planning and delivery.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

There is also an opportunity to complete the required further education to become a fully qualified teacher. Requirements vary depending on your current level of education and grades

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 6

Describe occupational opportunities within own sector and related sectors and identify sources of information related to a chosen career pathway

To meet the criteria the learner must include answers such as:

Occupational Opportunities in a Teaching Assistant Role

There are a number of progression opportunities for a level 2 qualified Teaching Assistant. The first one being completing the level 3 qualification, which gives you more in-depth knowledge on SEND support. It also allows you to get involved in the planning and delivery of learning activities.

Following this, with the permission of your Head Teacher, you can complete the High Level TA course. This is more of an Assistant Teacher role, where you can provide cover in the teacher’s absence, and also help them with lesson planning and delivery.

Sources of Information for Career Pathways

National Careers Service – this contains job descriptions, qualifications, and training options

TES.com – there is a great section on this website which gives careers advice for TAs who want to develop in their career

Training Providers – such as Think Employment, can provide courses, such as level 3 Teaching Assistant

Local Colleges / Universities – you can complete a wide range of qualifications for TAs or even to become a teacher.

Remember

Review 2 Question 6

Describe occupational opportunities within own sector and related sectors and identify sources of information related to a chosen career pathway

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Occupational Opportunities in a Teaching Assistant Role

There is also an opportunity to complete the required further education to become a fully qualified teacher. Requirements vary depending on your current level of education and grades.

Sources of Information for Career Pathways

www.ats.cheshireschooljobs.jgp.co.uk – this website lists open vacancies for Teaching jobs in Cheshire East and Cheshire West & Chester.

Remember

Question 7 Review 2

Present questions for a guidance interview

Back to Contents Page

The answer will only meet the criteria if: The learner has presented questions e.g. used bullet points to present the answers

PassExamples

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Exemplary Examples

To meet the criteria the learner must include answers such as: (mustmeet) (shouldmeet) (ideallymeet)

These are my questions for the career guidance meeting: Are there any bite sized training courses rather than full formal qualifications? What support is available to he p me succeed in an L2 Teaching Assistant role? How can I stay up to date with changes in education without taking further qualifications? Are there any local networks or communities for Teaching Assistants I could join?

What are the typical cha lenges faced by Teaching Assistants and how can I manage them effectively?

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Note: At a careers guidance meeting, the aim is to explore your interests strengths and future goals so you can make informed choices. What careers suit my interests and skills? What kind of jobs are in demand right now? What qualifications do I need for the job I want? Are there any training courses or apprenticeships available? Can I still study while working or doing an apprenticeship? Where can I study or train locally or online? No examples available for this question

No examples available for this question

Review 2 Question 7

Present questions for a guidance interview

To meet the criteria the learner must include answers such as:

Questions

These are my questions for the career guidance meeting:

Are there any bite sized training courses rather than full formal qualifications?

What support is available to help me succeed in an L2 Teaching Assistant role?

How can I stay up to date with changes in education without taking further qualifications?

Are there any local networks or communities for Teaching Assistants I could join?

What are the typical challenges faced by Teaching Assistants, and how can I manage them effectively?

Remember

Question

No examples available for this question

You may choose to present your work as a display or as an assignment - you may wish to upload a clear photograph of your work for this, or a Microsoft Office Word Document for example.

Please include:

a) ways to value children as individuals

b) reasons why children should be respected as individuals

c) ways to communicate with children to ensure that they feel valued

d) an outline of behaviour that shows respect for and the value of children

e) a list of organisations which work to promote the rights of children.

The answer will only meet the criteria if:

Back to Contents Page

Note: This assessment will show your understanding of respecting and valuing children, and some knowledge of the organisations that support children's rights. It will give you an opportunity to show how to communicate with children in ways that show you value the individual.

The learner has given ways to value children as individuals, stated reasons why they should be respected as individuals, identified ways to communication with children, outlined behaviour that shows respect for and value and the value of children, and listed organisations that promote the rights of children, i.e. used bullet points for the list and paragraphs for the rest.

PassExamples

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Exemplary Examples

To meet the criteria the learner must include answers such as: (mustmeet) (shouldmeet) (ideallymeet)

Respecting and valuing children as individuals is a fundamental principle in any setting that involves child care education or support. This can be done in various ways, such as listening actively to their thoughts and feelings, offering them ageappropriate choices, and adapting learning or play experiences to match their interests

Children should be respected as individuals because doing so supports their development of self-esteem and identity Coming from those around them, thus respect from adults helps children feel safe and secure, and it encourages mutual trust. When children are treated with dignity they are more likely to develop emotional resilience, social confidence and a positive view of themselves and others

Furthermore, respecting children’s individuality is a key aspect of upholding their rights as mentioned in internationa and national frameworks, such as the United Nations Convention on the Rights of the Child. This legal agreement recognises that all chi dren have the right to be heard to be protected and to grow up in an environment that supports their full potential.

Being physically at the child’s level maintaining eye contact, and allowing time for them to respond all help foster a sense of respect It is also important to acknowledge children’s emotions, even during challenging situations, and to provide explanations for rules and decisions in a way they can understand.

Children should never be belittled or dismissed; instead, they should be supported and encouraged to express themselves confidently. Valuing children also means recognising their right to participate in decisions that affect them whi e taking into consideration their age and understanding

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

You may choose to present your work as a display or as an assignment - you may wish to upload a clear photograph of your work for this, or a Microsoft Office Word Document for example.

Please include:

a) ways to value children as individuals

b) reasons why children should be respected as individuals

c) ways to communicate with children to ensure that they feel valued

d) an outline of behaviour that shows respect for and the value of children

e) a list of organisations which work to promote the rights of children.

To meet the criteria the learner must include answers such as:

Respecting and valuing children

Respecting and valuing children as individuals is a fundamental principle in any setting that involves child care, education, or support. This can be done in various ways, such as listening actively to their thoughts and feelings, offering them age-appropriate choices, and adapting learning or play experiences to match their interests.

Children should be respected as individuals because doing so supports their development of selfesteem and identity. Coming from those around them, thus respect from adults helps children feel safe and secure, and it encourages mutual trust. When children are treated with dignity, they are more likely to develop emotional resilience, social confidence, and a positive view of themselves and others.

To ensure all the above is possible, communication plays a crucial role. Adults should use respectful, warm, and positive language when speaking to children, and adopt a gentle tone of voice and open body language to help children feel comfortable and listened to.

Respectful behaviour towards children is reflected in daily actions and interactions. This includes treating children with courtesy, using their preferred names, respecting their privacy, and being consistent and fair in setting boundaries. Adults should aim to be patient, non-judgmental, and empathetic, modelling the kind of respectful conduct they want children to learn.

Remember

Example ‘Pass’ Answers

There are numerous organisations that work to protect and promote children’s rights:

UNICEF (United Nations International Children’s Emergency Fund)

Save the Children

NSPCC (National Society for the Prevention of Cruelty to Children)

Unit 7 Question 1 - Task 1

You may choose to present your work as a display or as an assignment - you may wish to upload a clear photograph of your work for this, or a Microsoft Office Word Document for example.

Please include:

a) ways to value children as individuals

b) reasons why children should be respected as individuals

c) ways to communicate with children to ensure that they feel valued

d) an outline of behaviour that shows respect for and the value of children

e) a list of organisations which work to promote the rights of children.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Respecting and valuing children

It is also important to acknowledge their personal achievements and progress, rather than comparing them to others. This also involves celebrating diversity as a key part of showing children they are valued.

Furthermore, respecting children’s individuality is a key aspect of upholding their rights as mentioned in international and national frameworks, such as the United Nations Convention on the Rights of the Child. This legal agreement recognises that all children have the right to be heard, to be protected, and to grow up in an environment that supports their full potential.

Being physically at the child’s level, maintaining eye contact, and allowing time for them to respond all help foster a sense of respect. It is also important to acknowledge children’s emotions, even during challenging situations, and to provide explanations for rules and decisions in a way they can understand.

Children should never be belittled or dismissed; instead, they should be supported and encouraged to express themselves confidently. Valuing children also means recognising their right to participate in decisions that affect them, while taking into consideration their age and understanding.

Remember

There are numerous organisations that work to protect and promote children’s rights:

Childline Barnardo’s Plan

International

Identify current legislation and guidelines for safeguarding the welfare of children and young people, within Home Nation (England).

The answer will only meet the criteria if:

The learner has identified legislation and guidelines e.g. used bullet points to identify the answers

PassExamples

To meet the criteria the learner must include answers such as:

GoodExamples

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Identify current legislation and guidelines for safeguarding the welfare of children and young people, within Home Nation (England).

To meet the criteria the learner must include answers such as:

Legislation and Guidelines

The Children Act 1989 / The Children Act 2004

Children and Social Work Act 2017

Keeping Children Safe in Education

Working Together to Safeguard Children

Remember

Describe how safeguarding and welfare requirements can be met through policies and procedures.

The answer will only meet the criteria if:

The learner has described how safeguarding and welfare requirements can be met through policies and procedures e.g. used paragraphs to describe the answer

PassExamples

To meet the criteria the learner must include answers such as:

Safeguarding and welfare requirements are met through certain policies and procedures which are there to protect children and young people from harm abuse of neglect Having these policies and procedures means that appropriate actions are taken when any concerns are raised and reported.

The safeguarding policy states the commitment to protect children and young people. It outlines the framework for identifying and responding to concerns about child's safety and well being. The policy includes clear safeguarding responsibilities and procedure for reporting concerns and roles of staff. It also outlines the process for responding to reports of abuse and making sure childrens voices are heard.

Having a whistleblowing policy encourages staff to report any concerns about poor practices or safeguarding issues without fear as it is confidential. It is important al staff know how to raise concerns and steps for reporting any concerns to senior leaders and external authorities This procedure must be clear, confidential and accessible for all. As we l as clear of who e se can be contacted such as NSPCC Ofsted etc.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

It is important this policy is regularly reviewed and updated where necessary and communicated to all staff involved. Staff should receive regular up to date safeguarding training to recognise signs of abuse, neglect and exploitation and understand the procedure to report concerns. Training shou d cover topics such as types of abuse like physical emotional, sexual and neglect and recognising indicators of abuse and the importance of confidentiality. This training should be mandatory and refreshed.

Having effective incident reporting is important as it ensures all safeguarding concerns are documented accurately and followed up in a timely manner The procedure needs to detail the steps to take if a concern arises and how to document concerns such as in writing or incident forms as well as how to handle records confidentiality Staff need to be trained on this to ensure appropriate action is taken.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Every school/nursery/organisation must appoint a designated safeguarding lead who is responsible for overseeing safeguarding issues and ensuring that concerns are addresses appropriately. The role of the leads responsibilities are outlined in the safeguarding policies and procedures. They should be trained to understand childrens protection issues and work c osely with appropriate agencies to ensure childrens safety It is important the DSL is identifiable to all staff and they are available for advice and support.

Question 2

Describe how safeguarding and welfare requirements can be met through policies and procedures.

To meet the criteria the learner must include answers such as:

Safeguarding and welfare Requirements

Safeguarding and welfare requirements are met through certain policies and procedures which are there to protect children and young people from harm, abuse of neglect. Having these policies and procedures means that appropriate actions are taken when any concerns are raised and reported.

Having a whistleblowing policy encourages staff to report any concerns about poor practices or safeguarding issues without fear as it is confidential. It is important all staff know how to raise concerns and steps for reporting any concerns to senior leaders and external authorities. This procedure must be clear, confidential and accessible for all. As well as clear of who else can be contacted such as NSPCC, Ofsted etc.

Unit 8 Question 2

Describe how safeguarding and welfare requirements can be met through policies and procedures.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Safeguarding and welfare Requirements

It is important this policy is regularly reviewed and updated where necessary and communicated to all staff involved. Staff should receive regular up to date safeguarding training to recognise signs of abuse, neglect and exploitation and understand the procedure to report concerns. Training should cover topics such as types of abuse like physical, emotional, sexual and neglect and recognising indicators of abuse and the importance of confidentiality. This training should be mandatory and refreshed.

Having policies and procedures related to childrens attendance, medication, first aid, and e-safety is essential to ensure the safeguarding of our children and young people. While it is not a legal requirement for children to attend nursery, poor attendance among registered children can raise concerns.

Having effective incident reporting is important as it ensures all safeguarding concerns are documented accurately and followed up in a timely manner. The procedure needs to detail the steps to take if a concern arises and how to document concerns such as in writing or incident forms as well as how to handle records confidentiality. Staff need to be trained on this to ensure appropriate action is taken.

Describe how safeguarding and welfare requirements can be met through policies and procedures.

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Safeguarding and welfare Requirements

They should be trained to understand children's protection issues and work closely with appropriate agencies to ensure children's safety. It is important the DSL is identifiable to all staff and they are available for advice and support.

Remember

Identify signs of ill health in children and young people and describe the actions to take when children and young people are ill or suffer minor injury

Note: Minor Injury: A First Aid incident that can be dealt with within the learning environment.

The answer will only meet the criteria if:

The learner has identified signs of ill health and described actions needed to be taken when children suffer from this, e.g. used paragraphs to describe the answer

PassExamples

To meet the criteria the learner must include answers such as: (mustmeet)

The actions to take would be to find the first aider monitor the child's symptoms, taking note on the time/temperature and severity of symptoms

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

A first aid incident which can be dealt with internally needs to be monitored but it is also important to provide comfort and care such as keeping the child hydrated, appropriately dressed and provide rest For minor injuries such as small cuts or bruise, it is important to know who the first aider is to help clean the wound and apply a p aster if necessary It is important to remember to follow companys procedure and put actions in place to prevent further injury or spread of infection e g limit contact with other children or repair loose slab etc.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Identify signs of ill health in children and young people and describe the actions to take when children and young people are ill or suffer minor injury

To meet the criteria the learner must include answers such as:

Signs of ill health in children and young people

Vomiting, diarrhoea, rashes, (list continued in ‘good examples’ section)

The actions to take would be to find the first aider, monitor the child's symptoms, taking note on the time/temperature and severity of symptoms.

Remember

Unit 8 Question 3

Identify signs of ill health in children and young people and describe the actions to take when children and young people are ill or suffer minor injury

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Signs of ill health in children and young people

(list continued from ‘good examples’ section), discharge, swelling, loss of appetite or breathing difficulties.

Also to check for any serious symptoms such as an allergic reaction, breathing difficulty which would require immediate medical attention.

A first aid incident which can be dealt with internally needs to be monitored but it is also important to provide comfort and care such as keeping the child hydrated, appropriately dressed and provide rest. For minor injuries such as small cuts or bruise, it is important to know who the first aider is to help clean the wound and apply a plaster if necessary. It is important to remember to follow company's procedure and put actions in place to prevent further injury or spread of infection e.g limit contact with other children or repair loose slab etc.

Remember

Describe the actions to take in response to emergency situations including:

a) fires

b) security incidents

c) missing children and young people

d) medical emergency

Note: Medical Emergency: Requires medical treatment or emergency services

Security Incidents: Should include the coverage of lockdown of the school due to a security breach

The answer will only meet the criteria if:

The learner has described actions taken in listed emergency situations e.g. used paragraphs to describe the answer

PassExamples

To meet the criteria the learner must include answers such as:

The emergency services should be called. Evacuation procedures should begin with all staff and children making their way out of the fire exits to the designated assembly points; regular head counts and fu l register should be carried out to ensure no children are left behind.

The schools designated safeguard lead and had teachers should be informed if the child is not found after 10 minutes of search. Call the police providing as much detail as possible about the missing chi d or young person After the police, the child or young person’s parents/guardians should be informed.

The first call should be to the emergency services on 999 where as much detail of the medical emergency should be provided. A first aider should be sought whi st awaiting the arrival of the emergency services.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Special care shou d be given to those with mobility issues or those who may have any other issues during the evacuation. All staff, children volunteers and visitors should be accounted for. Belongings should not be taken. The building should not be re entered until the emergency services confirm it safe to do so.

All visitors should be given a visitors badge which should be clearly displayed any adu ts without this should be challenged (unless it is clearly unsafe to do so)

A member of staff should view the young persons file to ensure any relevant medical information such as al ergies and current medication can be relayed to the paramedics. A full report would then be completed

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Describe the actions to take in response to emergency situations including:

a) fires

b) security incidents

c) missing children and young people

d) medical emergency

To meet the criteria the learner must include answers such as:

Fires

As soon as the fire is located the fire alarm should be activated to alert everybody in the school. The emergency services should be called.

Evacuation procedures should begin with all staff and children making their way out of the fire exits to the designated assembly points; regular head counts and full register should be carried out to ensure no children are left behind.

Security Incidents

As soon as an intruder is identified the alarm should be raised (sentence continued in ‘good examples’ section).

Lock all windows and doors (barricade doors if possible) close any blinds to restrict viewing into the room and turn off lights; remain out of sight and quiet.

Missing Children and Young People

Note: Medical Emergency: Requires medical treatment or emergency services

Security Incidents: Should include the coverage of lockdown of the school due to a security breach

The immediate area should be searched, such as toilets. Help should be sought from other adults to search (sentence continued in ‘good examples’ section).

The school's designated safeguard lead and had teachers should be informed if the child is not found after 10 minutes of search. Call the police providing as much detail as possible about the missing child or young person. After the police, the child or young person’s parents/guardians should be informed.

Medical Emergency

The first call should be to the emergency services on 999 where as much detail of the medical emergency should be provided. A first aider should be sought whilst awaiting the arrival of the emergency services (sentence continued in ‘good examples’ section).

The parents/guardians of the young person should be informed

Remember

Unit 8 Question 4

Describe the actions to take in response to emergency situations including:

a) fires

b) security incidents

c) missing children and young people

d) medical emergency

Note: Medical Emergency: Requires medical treatment or emergency services

Security Incidents: Should include the coverage of lockdown of the school due to a security breach

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Fires

It is the responsibility of staff to ensure that they stay calm and keep the children and young people in their care calm by reassuring them.

Special care should be given to those with mobility issues or those who may have any other issues during the evacuation. All staff, children, volunteers and visitors should be accounted for. Belongings should not be taken. The building should not be re entered until the emergency services confirm it safe to do so.

Security Incidents

All visitors should be given a visitors badge which should be clearly displayed; any adults without this should be challenged (unless it is clearly unsafe to do so).

(sentence continued from ‘pass examples’ section) (either by way of a panic button if one is available or by messenger/phone) so that the rest of the staff in the building can be made aware and the emergency services should be contacted.

If it is safe to evacuate to do in an orderly manner (follow “run, hide, tell”), if not remain hidden. Always remain calm and reassure the children.

Missing Children and Young People

(sentence continued from ‘good examples’ section), but should not involve other children or young people – the rest of the group should be kept together in one place with appropriate adult supervision.

Avoid panic; remain calm and reassure any children or young people that are concerned.

Medical Emergency

(sentence continued from ‘good examples’ section), they may have to administer either basic first aid or even more complex care (for example CPR). The area should be cleared of other children and young people. The child or young person should be kept calm and reassured that help is on the way.

A member of staff should view the young persons file to ensure any relevant medical information such as allergies and current medication can be relayed to the paramedics. A full report would then be completed

Remember

Define the term 'terrorism', and describe the origins of terrorism

The answer will only meet the criteria if:

The learner has defined terrorism and described its origins, e.g. used paragraphs to define and describe the answer

PassExamples

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Exemplary Examples

To meet the criteria the learner must include answers such as: (mustmeet) (shouldmeet) (ideallymeet)

Terrorism is defined in the Terrorism Act 2000 as the use or threat of specific actions intended to influence a government, or international organisation or to intimidate the public in order to support a cause, such as a political, religious racial or ideological causes

The actions include serious violence against individuals, damage to property, endangering lives, creating a substantial risk to public hea th or safety, and severely disrupting electronic systems

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

The word ‘terrorism’ comes from the Latin term that means “to frighten” It was first used by the Romans in 105 BC to describe the panic caused by an approaching warrior tribe

After the execution of King Louis XVI, Robespierre became the leader of France and used his power to get rid of his political enemies

Define the term 'terrorism', and describe the origins of terrorism

To meet the criteria the learner must include answers such as:

Terrorism

Terrorism is defined in the Terrorism Act 2000 as the use or threat of specific actions intended to influence a government, or international organisation, or to intimidate the public in order to support a cause, such as a political, religious, racial or ideological causes.

Centuries later, the idea of terror took on a new meaning during the French Revolution when the government used violence to control the people.

Thousands were killed by guillotine and this period became known as the Reign of Terror. This period was how the word terrorist came about.

Remember

Define the term 'terrorism', and describe the origins of terrorism

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Terrorism

The actions include serious violence against individuals, damage to property, endangering lives, creating a substantial risk to public health or safety, and severely disrupting electronic systems.

Remember

Define the term 'terrorism', and describe the origins of terrorism

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Terrorism

The word ‘terrorism’ comes from the Latin term that means “to frighten”. It was first used by the Romans in 105 BC to describe the panic caused by an approaching warrior tribe.

After the execution of King Louis XVI, Robespierre became the leader of France and used his power to get rid of his political enemies.

It was first used by a British journalist to describe French leader Robespierre’s brutal attacks. The term terrorism was officially added to the Oxford English Dictionary a few years later.

The definition of the word terrorism has evolved, but its root lie in the use of fear as a weapon.

Remember

Explain the term 'state terrorism' and identify state sponsored terrorism groups

The answer will only meet the criteria if:

The learner has explained “state terrorism” and identified related groups, e.g. used paragraphs to explain and bullet points to identify.

PassExamples

To meet the criteria the learner must include answers such as:

State terrorism is terrorism control ed by a government or a state they are against their own citizens and citizens from another state. They use violence and intimidation to achieve political goals and try to maintain power. The violence is carried out by organisations acting behalf of the state or agents they can target people and military targets

They create fear and terror in a population so they can try to control all behaviour and achieve political objectives It involves politically or ideologically or religiously inspired acts of violence against individuals or groups outside of an armed conflict.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

State sponsored terrorism uses governments to support terrorist groups, they include weapons funding and training to them. It can be used for a country to have power and to pursue their interests in other regions. Some states use terrorist groups to attack without them engaging in the conflict.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Unit 8 Question 6

Explain the term 'state terrorism' and identify state sponsored terrorism groups

To meet the criteria the learner must include answers such as:

State Terrorism

State terrorism is terrorism controlled by a government or a state, they are against their own citizens and citizens from another state. They use violence and intimidation to achieve political goals, and try to maintain power.

The violence is carried out by organisations acting behalf of the state or agents, they can target people and military targets. They create fear and terror in a population so they can try to control all behaviour and achieve political objectives. It involves politically or ideologically or religiously inspired acts of violence against individuals or groups outside of an armed conflict.

Examples of state sponsored terrorism groups:

Wagner group

Hezbollah Hamas

Remember

Unit 8 Question 6

Explain the term 'state terrorism' and identify state sponsored terrorism groups

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Terrorism

State sponsored terrorism uses governments to support terrorist groups, they include weapons, funding and training to them. It can be used for a country to have power and to pursue their interests in other regions. Some states use terrorist groups to attack without them engaging in the conflict.

Examples of state sponsored terrorism groups:

Popular Front for the Liberation of Palestine (PFLP) – They are a resistance movement founded by George Habash following Israel’s 1967 occupation of the West Bank. They are funded by Syria.

Wagner group (Russia's invasion of Ukraine)

Hamas – They are a Palestinian armed group and political movement in the Gaza strip. They are funded by Iran.

Remember

Explain the term 'non-state terrorism' and identify non-state sponsored terrorism groups

The answer will only meet the criteria if:

The learner has explained “non-state terrorism” and identified related groups, e.g. used paragraphs to explain and bullet points to identify.

PassExamples

To meet the criteria the learner must include answers such as:

Non state terrorism is an act of violence and intimidation carried out by groups of people or individua s that are not controlled by the government. These can be motivated by religious beliefs political views, re igious extremism and ethic nationalism they aim to influence their governments and to intimidate the public with their actions

Non-State Sponsored Terrorism Groups

Al-Qaeda – These are a mi itant Islamist organisation founded in the ate 1980s by Osama Bin Laden. They began as a network to support Muslims fighting against the Soviet Union during the Afghan war.

Al-Shabaab – These are based in Somalia and were formed from the radical younger members of the now defunct Union of Islamic Courts, which controlled Mogadishu in 2006 before being forced out by Ethiopian forces

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Non-State Sponsored Terrorism Groups

Boko Haram – These are a Nigerian militant Islamist group responsible for a number of bombings, assassinations and abductions in Nigeria who are fighting to overthrow the government and create an Islamic state

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Unit 8 Question 7

Explain the term 'non-state terrorism' and identify non-state sponsored terrorism groups

To meet the criteria the learner must include answers such as:

Non-State Terrorism

Non state terrorism is an act of violence and intimidation carried out by groups of people or individuals that are not controlled by the government. These can be motivated by religious beliefs, political views, religious extremism and ethic nationalism, they aim to influence their governments and to intimidate the public with their actions.

They use threats and can use violence to people and authorities. Examples of non state sponsored groups:

Non-State Sponsored Terrorism Groups

Al-Qaeda

Al-Shabaab

Remember

Explain the term 'non-state terrorism' and identify non-state sponsored terrorism groups

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Terrorism

They use threats and can use violence to people and authorities. Examples of non state sponsored groups:

Non-State Sponsored Terrorism Groups

Al-Qaeda – These are a militant Islamist organisation founded in the late 1980s by Osama Bin Laden. They began as a network to support Muslims fighting against the Soviet Union during the Afghan war.

Remember

Explain the differences between non-state terrorism and religious terrorism, and identify religious terrorist groups.

The answer will only meet the criteria if:

The learner has explained the differences between non-state terrorism and religious terrorism, and identified groups e.g. used paragraphs to explain the answer and bullet points to identify the answer

PassExamples

To meet the criteria the learner must include answers such as:

Non-state terrorism

These are in groups of people and are not associated with a state. This type of terrorism can influenced by ethnic nationa ism and political views these groups fight against a government targeting civilians. Re igious terrorism is motivated by their religious beliefs; they think that the violent attacks they commit are justified by religious texts.

Religious terrorism

Re igious terrorism is religious extremism used as a strategy to influence and achieve religious goals. The offenders of religious terrorism often believe that they are acting in defence of their faith and try and impose their religions ideologies on others by using violence.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Religious terrorism

They believe and see the violent acts they carry out on themselves, such as suicide terrorism, as symbolic of their beliefs; they see worship and glorify ‘suicide terrorism’ and see it as an opportunity to help recruit new people.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Explain the differences between non-state terrorism and religious terrorism, and identify religious terrorist groups.

To meet the criteria the learner must include answers such as:

Non-state terrorism

These are in groups of people and are not associated with a state. This type of terrorism can influenced by ethnic nationalism and political views, these groups fight against a government targeting civilians. Religious terrorism is motivated by their religious beliefs; they think that the violent attacks they commit are justified by religious texts.

Religious terrorism

Religious terrorism is religious extremism used as a strategy to influence and achieve religious goals. The offenders of religious terrorism often believe that they are acting in defence of their faith and try and impose their religions ideologies on others by using violence.

Examples of Religious Terrorist Groups

al-Bashir

Taliban

Islamic State Group (also known as Isil, ISIS, IS, or Daesh)

Remember

Unit 8 Question 8

Explain the differences between non-state terrorism and religious terrorism, and identify religious terrorist groups.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Religious terrorism

Examples of Religious Terrorist Groups

al-Bashir – These are a terrorist group from Sudan who imposed Sharia law and persecuted non-Muslims.

Taliban – These are a terrorist group based in Afghanistan who have pursued an ideologist and fundamentalist Islamic agenda.

Islamic State Group (also known as Isil, ISIS, IS, or Daesh) – These are an Islamist terrorist group based in the middle east.

Describe the current threats in the UK from terrorist activities

The answer will only meet the criteria if:

The learner has described current terrorist threats e.g. used paragraphs to describe and identify the answer

PassExamples

To meet the criteria the learner must include answers such as:

As at 12th August 2025, the threat level is at the mid point level of substantial, which is an attack is likely.

The biggest threats are currently international terrorism from groups such as ISIS and Al-Qaeda as well as UK extremist groups with far right and far right ideologies

International terrorism from groups such as ISIS and Al-Qaeda are a threat to the UK due to their violent extremist ideologies their ability to radicalise and recruit individua s online, and their intent to target western nations. These groups have a global network and can recruit individuals from within the UK to carry out the attacks

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

UK far eft extremists groups are generally anarchists and focused on single issues such as climate change They are current y a low threat to the UK as most of their actions are within the law or at least they don’t generally use weapons and are more focused on disruption

The Southport riots where misinformation was spread that an incident in the area was caused by an i lega Muslim immigrant ast year, is a good example of the dangers posed by far right groups. Mosques and hotels housing asylum seekers were targeted and vandalised shops were looted and cars torched amongst some of the actions

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

The Government MI5 Security Service rates the risk of a terrorist attack on its websites by using 5 categories ranging from critical where an attack is highly likely in the near future to low where an attack is highly unlikely.

In 2016 National Action, became the first far right party to be defined by the UK Government as a terrorist organisation. This means that being a member of it or supporting it is now a criminal offence under the Terrorism act 2000 and carries a maximum sentence of up to 10 years in prison

Describe the current threats in the UK from terrorist activities

To meet the criteria the learner must include answers such as:

UK Terrorist Threats

As at 12th August 2025, the threat level is at the mid point level of substantial, which is an attack is likely.

The biggest threats are currently international terrorism from groups such as ISIS and Al-Qaeda as well as UK extremist groups with far right and far right ideologies.

International terrorism from groups such as ISIS and Al-Qaeda are a threat to the UK due to their violent extremist ideologies, their ability to radicalise and recruit individuals online, and their intent to target western nations.

These groups have a global network and can recruit individuals from within the UK to carry out the attacks.

UK far right extremists on the other hand are a much more serious threat. They often promote white supremacist, nationalist, or anti Islam ideologies and have been linked to violent plots and attacks.

Remember

Unit 8 Question 9

Describe the current threats in the UK from terrorist activities

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

UK Terrorist Threats

UK far left extremists groups are generally anarchists and focused on single issues, such as climate change. They are currently a low threat to the UK as most of their actions are within the law or at least they don’t generally use weapons and are more focused on disruption.

The Southport riots, where misinformation was spread that an incident in the area was caused by an illegal Muslim immigrant last year, is a good example of the dangers posed by far right groups. Mosques and hotels housing asylum seekers were targeted and vandalised, shops were looted and cars torched amongst some of the actions.

Remember

Describe the current threats in the UK from terrorist activities

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

UK Terrorist Threats

In 2016, National Action, became the first far right party to be defined by the UK Government as a terrorist organisation. This means that being a member of it or supporting it is now a criminal offence under the Terrorism act 2000 and carries a maximum sentence of up to 10 years in prison.

Remember

Question 10 Unit 8

Explain the term ‘espionage’ and its impact on commercial security

The answer will only meet the criteria if:

The learner has explained espionage and its impact e.g. used paragraphs to describe the answer

PassExamples

GoodExamples

To meet the criteria the learner must include answers such as: (mustmeet) (shouldmeet)

Espionage is spying or using spies, typically by government, to obtain politica and military information It’s usually carried out by government agents (such as Intelligence Officers), private individuals or even large corporations The purpose is to gather intelligence that can be used to give a strategic advantage, such as matters of national security, warfare or diplomacy Targets include foreign governments, military operations scientific research or even rival businesses.

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Espionage is considered a criminal offence in most countries when it is committed against them. However, many nations take part in espionage as part of their inte ligence operations.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Commercial espionage is where unauthorised sensitive business information is taken, such as trade secrets (manufacturing processes, formulas etc) marketing strategies, and customer databases. This can be done by rival companies, state sponsored actors, or even insiders using tactics such as cyberattacks social engineering, or physica ly infi trating the company

The impacts can be big, including, loss of competitive edge, financial damage, loss of reputation and legal issues where the espionage identifies regulatory or data protection breaches. Commercial espionage can also cause national security issues where it impacts companies in critical sectors such as defence or energy.

Unit 8 Question 10

Explain the term ‘espionage’ and its impact on commercial security

To meet the criteria the learner must include answers such as:

Espionage

Espionage is spying or using spies, typically by government, to obtain political and military information. It’s usually carried out by government agents (such as Intelligence Officers), private individuals or even large corporations. The purpose is to gather intelligence that can be used to give a strategic advantage, such as matters of national security, warfare or diplomacy. Targets include foreign governments, military operations, scientific research or even rival businesses.

An example is the Cold War where espionage was used between the US and Soviet Union with various spies infiltrating embassies, stealing classified documents and using covert surveillance.

Commercial espionage is where unauthorised sensitive business information is taken, such as trade secrets (manufacturing processes, formulas etc), (continued in ‘good examples’ section) The impacts can be big, including, loss of competitive edge, financial damage, loss of reputation and legal issues where the espionage identifies regulatory or data protection breaches. Commercial espionage can also cause national security issues where it impacts companies in critical sectors such as defence or energy.

Remember

Unit 8 Question 10

Explain the term ‘espionage’ and its impact on commercial security

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Espionage is considered a criminal offence in most countries when it is committed against them. However, many nations take part in espionage as part of their intelligence operations.

(continued from pass examples section) marketing strategies, and customer databases. This can be done by rival companies, state sponsored actors, or even insiders, using tactics such as cyberattacks, social engineering, or physically infiltrating the company.

Remember

Explain the term ‘cyber threat’

The answer will only meet the criteria if:

The learner has explained cyber threat e.g. used paragraphs to explain the answer

PassExamples

To meet the criteria the learner must include answers such as:

A cyber threat is also known as a cybersecurity threat and refers to any potential danger that looks to exploit a weakness in digital systems, networks or devices, with the aim of causing harm These threats can be performed by hackers cybercriminals or even hostile governments with the aim of stealing sensitive data, disrupting operations or even damaging infrastructure

Hackers commonly use viruses, which spread malicious software designed to replicate itse f and spread across systems to corrupt files or slow the systems down. Another one is ransomware, which locks the legitimate company users out of their systems and the hacker then demands money to let them back in again.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

A recent example of a ransomware cyberattack is M&S, where a hacking group used social engineering tactics by tricking an IT worker to gain access to internal systems The breach impacted contactless payments and also the customer click and collect ordering system, which were suspended for 15 weeks The company estimate that the loss from this hack is around £300m from lost sales and online orders

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Explain the term ‘cyber threat’

To meet the criteria the learner must include answers such as:

Cyber Threat

A cyber threat is also known as a cybersecurity threat and refers to any potential danger that looks to exploit a weakness in digital systems, networks or devices, with the aim of causing harm. These threats can be performed by hackers, cybercriminals, or even hostile governments with the aim of stealing sensitive data, disrupting operations or even damaging infrastructure.

Hackers commonly use viruses, which spread malicious software designed to replicate itself and spread across systems to corrupt files or slow the systems down. Another one is ransomware, which locks the legitimate company users out of their systems and the hacker then demands money to let them back in again.

Remember

Unit 8 Question 11

Explain the term ‘cyber threat’

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Cyber Threat

Phishing attacks are very common and involve tricking individuals to give out personal information, such as passwords or credit card numbers.

A recent example of a ransomware cyberattack is M&S, where a hacking group used social engineering tactics by tricking an IT worker to gain access to internal systems. The breach impacted contactless payments and also the customer click and collect ordering system, which were suspended for 15 weeks. The company estimate that the loss from this hack is around £300m from lost sales and online orders.

Remember

Question 12 Unit 8

Explain situational awareness in relation to:

a) Suspicious activity/persons/objects

b) Public buildings

c) Transport systems

d) Critical national infrastructure (CNI)

Note: This question is asking about how being alert to your surroundings can help you notice and respond to possible risks or threats

The answer will only meet the criteria if:

The learner has explained situational awareness e.g. used paragraphs to explain the answer

PassExamples

To meet the criteria the learner must include answers such as:

Suspicious activity/persons/objects- Observe your surroundings when you are out in public areas pay attention to people near you and if there is any suspicious objects laying around and how people are acting. Look out for behaviours and objects that seem to be in the wrong place and doesnt seem right. Unattended bags/packages that seem to be in a wrong place and even things with wires and batteries visible can be suspicious. People who seem to be acting nervous, asking questions about security procedures and the buildings can also be suspicious

Public bui dings- Pay attention to the building around you including people and objects, look around to see if you can identify things that could be a risk to yourself and others. This can be unusual behaviour in people, suspicious objects, loud unusual sounds and also environmental hazards like slippery f oors/spi ls. Look out for exits around you so you know where to go if an emergency occurs ocate emergency equipment and know where they are and also remembering the buildings layout so you can leave safely if need be.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

If in a situation where it is unsafe try to stay calm at all times to help keep yourse f under control and make the right decisions, alert authorities if there is a problem and follow the rules and instructions they give out like evacuation procedures

Having tests on CNI systems is a good way to spot any weaknesses and ways to improve Information sharing with other CNI operators like security services is a way to keep updated and have responses from others.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Unit 8 Question 12

Explain situational awareness in relation to:

a) Suspicious activity/persons/objects

b) Public buildings

c) Transport systems

d) Critical national infrastructure (CNI)

To meet the criteria the learner must include answers such as:

Suspicious activity/persons/objects- Observe your surroundings when you are out in public areas, pay attention to people near you and if there is any suspicious objects laying around and how people are acting. Look out for behaviours and objects that seem to be in the wrong place and doesn't seem right. Unattended bags/packages that seem to be in a wrong place and even things with wires and batteries visible can be suspicious.

People who seem to be acting nervous, asking questions about security procedures and the buildings can also be suspicious. To respond to these risks or threats dont cause attention and remove yourself from the area safely, report the activity to the police through 999 or any security member near by. Do not attempt to touch the item or go near the person, and also let people know near by to stay away in a calm matter whilst help arrives.

Remember

b)

Public buildings- Pay attention to the building around you including people and objects, look around to see if you can identify things that could be a risk to yourself and others. This can be unusual behaviour in people, suspicious objects, loud unusual sounds and also environmental hazards like slippery floors/spills.

Look out for exits around you so you know where to go if an emergency occurs, locate emergency equipment and know where they are and also remembering the buildings layout so you can leave safely if need be. Be aware of your surroundings to see if you notice anything wrong and listen out for any sounds that seem unusual, remember that if you feel something is not right it is always best to seek help from the police or security members to make sure everyone is safe

c)

Transport systems- Situational awareness in transport you should look around gathering information of the environment your in, using your sight and hearing sounds around you. Driving for example you will need to be aware of your surroundings like people and other vehicles (continued in ‘good examples’ section)

d)

Note: This question is asking about how being alert to your surroundings can help you notice and respond to possible risks or threats

Critical national infrastructurePotential threats need to be informed and kept updated, this can also include cyberattacks, physical attacks and natural disasters. Suspicious activity needs to be monitored using technologies like CCTV, sensors, data analytics can be used to monitor operations. Having procedures and ways to respond to any incidents that occur can keep everyone safe, evacuation plans and communication is very important.

Unit 8 Question 12

Explain situational awareness in relation to:

a) Suspicious activity/persons/objects

b) Public buildings

c) Transport systems

d) Critical national infrastructure (CNI)

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Note: This question is asking about how being alert to your surroundings can help you notice and respond to possible risks or threats b)

If in a situation where it is unsafe try to stay calm at all times to help keep yourself under control and make the right decisions, alert authorities if there is a problem and follow the rules and instructions they give out like evacuation procedures.

(continued from ‘good examples’ section) the speed you are going and also need to be aware of the potential hazards like change in traffic, bad weather and road conditions.

Technologies like mobile phones can be a distraction while being in transport causing accidents and near hazards as it minimises your attention. High stress and feeling tired/unwell can effect your situational awareness and what decisions you make, again it can cause risks to yourself and others around you. Training programs can help drivers gain more information to recognise potential hazards and how to avoid these, monitor systems can identify any distractions and gives out alerts so the driver can be aware.

Having tests on CNI systems is a good way to spot any weaknesses and ways to improve. Information sharing with other CNI operators like security services is a way to keep updated and have responses from others.

Remember

Explain the different reporting options and actions to follow in relation to suspicious activity/objects and suspected threats.

The answer will only meet the criteria if:

The learner has explained reporting options e.g. used paragraphs to explain the answer

PassExamples

To meet the criteria the learner must include answers such as:

When reporting suspicious activity and there is a threat to life or a property immediately call 999, if in a situation where you cannot speak when calling 999 there are instructions you can follow using a silent solution system If there is a non emergency suspicious activity that you see you can report online to ACT where you fill in a reporting form, there are also other ways to report suspicious activity like the Anti-terrorism hotline, you can ca l number and it is confidential, Crime stoppers is another way to ring or fill in a online form if you fee like there is something wrong.

Actions to follow in relation to suspicious activity and threats try to remove yourself from the area where it is happening and others around you to keep everyone safe when seeing a suspicious item do not touch it or move it somewhere else incase its very dangerous.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Suspicious activity can be unattended packages/items that seem to be out of place, it can be a person acting nervously also can be taking photos of security locations. It can be someone having a weapon on them and acting in a suspicious way

When in this situation try and remember or write down any details of the activity if safe to do so for example a persons description, what the object looked like. When emergency services arrive or authorities listen to instructions and fol ow their orders to keep yourself and others safe

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Explain the different reporting options and actions to follow in relation to suspicious activity/objects and suspected threats.

To meet the criteria the learner must include answers such as:

Reporting Options

When reporting suspicious activity and there is a threat to life or a property immediately call 999, if in a situation where you cannot speak when calling 999 there are instructions you can follow using a silent solution system. If there is a non emergency suspicious activity that you see you can report online to 'ACT' where you fill in a reporting form, there are also other ways to report suspicious activity like the 'Anti-terrorism hotline', you can call number and it is confidential, Crime stoppers is another way to ring or fill in a online form if you feel like there is something wrong.

You can report anything to your local police station that you feel is suspicious or if there has been any threats made. If you come across any terrorist and extremist websites you can report these and if you see any online content for example-harmful information, pictures and videos promoting terrorism and encouraging violence.

When you report something you should explain in a clear manner, and give information in the order that youve seen or heard, give relevant information like the time, date, location, and descriptions if its a person or group, these types are very important when reporting.

Actions to follow in relation to suspicious activity and threats try to remove yourself from the area where it is happening and others around you to keep everyone safe, when seeing a suspicious item do not touch it or move it somewhere else incase its very dangerous. Report anything you feel that could be wrong, call 999 if it is an emergency... (sentence continued in ‘good examples’ section)

Remember

Unit 8 Question 13

Explain the different reporting options and actions to follow in relation to suspicious activity/objects and suspected threats.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Reporting Options

(sentence continued from ‘good examples’ section) and also if it's non emergency you can report it to the police and online support systems. When in this situation try and remember or write down any details of the activity if safe to do so for example a persons description, what the object looked like. When emergency services arrive or authorities listen to instructions and follow their orders to keep yourself and others safe.

Remember

Question 14 Unit 8

State the current government threat level in the UK and explain the different current threat levels in use in the UK

The answer will only meet the criteria if:

The learner has stated and explained UK threat levels e.g. used paragraphs to explain the answer and bullet points to state the answer

PassExamples

To meet the criteria the learner must include answers such as:

The UK's current national threat level is SUBSTANTIAL this meaning a terrorist attack is likely to happen in the UK. The UK uses 5 levels to indicate a threat of an attack by terrorists for example

Low- Highly unlikely of an attack

Moderate- Attack can be possible but not likely

Substantial- Likely an attack

Severe- Highly likely of an attack

Critical- An attack is expected

These levels can change at any time when authorities gather new information the public is informed of the national threat level It provides security measures and supports vigilance to everyone.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Unit 8 Question 14

State the current government threat level in the UK and explain the different current threat levels in use in the UK

To meet the criteria the learner must include answers such as:

Reporting Options

The UK's current national threat level is SUBSTANTIAL this meaning a terrorist attack is likely to happen in the UK. The UK uses 5 levels to indicate a threat of an attack by terrorists for example.

Low- Highly unlikely of an attack

Moderate- Attack can be possible but not likely

Substantial- Likely an attack

Severe- Highly likely of an attack

Critical- An attack is expected

These levels can change at any time when authorities gather new information, the public is informed of the national threat level. It provides security measures and supports vigilance to everyone.

Remember

Identify at least 2 current health and safety legislation, policies and procedures that apply to a learning environment.

The answer will only meet the criteria if:

The learner has identified the answers e.g. used bullet points to identify the answer

PassExamples

To meet the criteria the learner must include answers such as:

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Identify at least 2 current health and safety legislation, policies and procedures that apply to a learning environment.

To meet the criteria the learner must include answers such as:

Legislation & Policy/Procedures

Legislation

Health and Safety at Work Act 1974

Policy/Procedures

Health and Safety Policy

Legislation

The Management of Health and Safety at Work Regulations 1999

Policy/Procedures

First Aid Policy

Remember

Identify at least 2 current health and safety legislation, policies and procedures that apply to a learning environment.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Legislation & Policy/Procedures

Legislation RIDDOR

Policy/Procedures

Fire Safety Policy

Legislation

The Health and Safety (Display Screen Equipment) Regulations

1992

Policy/Procedures

COSHH Policy

Risk Assessment Policy

Accident Reporting Policy

Safeguarding Policy

Outline ways that health and safety can be monitored and maintained in a learning environment, and describe how individuals using the learning environment are made aware of risks and hazards are encouraged to work safely.

Please also identify the lines of responsibility and reporting for health and safety in a learning environment.

The answer will only meet the criteria if:

The learner has outlined ways health and safety can be monitored and maintained, described how people can be made aware of this and identified responsibility and reporting for health and safety e.g. used paragraphs to outline, describe and identify the answers

PassExamples

To meet the criteria the learner must include answers such as:

Health and safety can be monitored and maintained in a earning environment by carrying out regular risk assessments through visual checks, for example walking through corridors and classrooms we can look around and identify potential hazards and address them. It can also be monitored and maintain with routine inspections of equipment for example PE apparatus should be inspected regularly to ensure it is safe for use.

Fire safety equipment including alarms and extinguishers shou d be regularly checked to ensure proper working order. Fire dril s shou d be carried out to ensure that both children and adults are aware of what to do if a fire breaks out.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Any maintenance issues should be reported and recorded, as should and accidents or near misses, this ensures that incidents can be monitored, and any repeat matters can be addressed.

An example of this line of responsibility is a Teaching Assistant. They are responsible for the safety of the students in their class, by carrying out risk assessments fol owing the school's procedures and reporting any incidents Teachers and support staff report to staff in the Senior Leadership Team if they need to escalate or report a health and safety concern.

Students are responsible for health and safety by following the school rules. If a student has a concern they must report it to a member of staff

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Please also identify the lines of responsibility and reporting for health and safety in a learning environment.

To meet the criteria the learner must include answers such as:

Health & Safety

Health and safety can be monitored and maintained in a learning environment by carrying out regular risk assessments through visual checks, for example walking through corridors and classrooms we can look around and identify potential hazards and address them. It can also be monitored and maintain with routine inspections of equipment, for example, PE apparatus should be inspected regularly to ensure it is safe for use.

Fire safety equipment, including alarms and extinguishers, should be regularly checked to ensure proper working order. Fire drills should be carried out to ensure that both children and adults are aware of what to do if a fire breaks out.

Items such as signage is a great way to make an individual, such as a Teaching Assistant, aware of risks such as a floor that has just been cleaned and therefore is wet. Other methods of informing individuals about health and safety notices could be at staff meetings at the start of the school day. For example, the water temperature in the taps may be hotter than usual, so staff must be aware of the potential scalding risk.

Individuals using a learning environment should be made aware of risks and hazards from the school. Both staff and students should be provided with safety training for high-risk areas/activities such as use of Bunsen burners in science lessons, or tools in DT. This ensures that the risk of harm is minimised, and all users are encouraged to use equipment in a safe manner.

Headteacher - (continued in ‘pass examples’ section)

Health and Safety Officer - (continued in ‘pass examples’ section)

Teachers and Support Staff - (continued in ‘pass examples’ section)

Remember

Unit 9 Question 2

Please also identify the lines of responsibility and reporting for health and safety in a learning environment.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Health & Safety

Any maintenance issues should be reported and recorded, as should and accidents or near misses, this ensures that incidents can be monitored, and any repeat matters can be addressed.

The hazard to this TA would be that they might slip and fall, so the wet floor sign would indicate that they must be cautious when walking in that area.

They should also ensure that students exercise extra caution when using the hot taps.

Also, both staff and students should be made aware of reporting procedures for hazards and incidents. This can include telling them who the lines of responsibility are, like headteachers, health and safety officers, school nurses, etc. This can come from briefings, assemblies, or visits from officers.

Headteacher - This role is responsible for the overall health and safety in the school.

Health and Safety Officer - This role is responsible for keeping and maintaining a safe school environment.

Teachers and Support Staff - an example of this line of responsibility is a Teaching Assistant. They are responsible for the safety of the students in their class, by carrying out risk assessments, following the school's procedures and reporting any incidents. Teachers and support staff report to staff in the Senior Leadership Team if they need to escalate or report a health and safety concern. Students are responsible for health and safety by following the school rules. If a student has a concern, they must report it to a member of staff.

Remember

Describe risks to our own health in your chosen career / area of work.

The answer will only meet the criteria if:

The learner has described health risks e.g. used paragraphs to describe the health risks

PassExamples

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Exemplary Examples

To meet the criteria the learner must include answers such as: (mustmeet) (shouldmeet) (ideallymeet)

Physical health risks- Doing repetitive tasks including bending, kneeling and lifting can lead to back and neck pain When working with low tables that are designed for children and lifting equipment can cause strain on the body and risk injuries to happen If working on certain subjects like science you can come in to contact with chemicals leading to potential allergic reactions, burning yourse f and spills if not careful. General hazards like slips, trips and falls can cause a risk in this job role. With constant contact with people you are more like y to catch illnesses like a common cold or flu virus

Mental health risks- You could find you are getting stressed with your line of job with deadlines and chal enging students behaviours you could feel exhausted and feel low confidence in yourself which is a risk for your job role. Having prolong stress can cause it to become worse leading to anxiety and depression, it can have a serious effect on your work and how you preform

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Describe risks to our own health in your chosen career / area of work.

To meet the criteria the learner must include answers such as:

Health Risks

Physical health risks - Doing repetitive tasks including bending, kneeling and lifting can lead to back and neck pain. When working with low tables that are designed for children and lifting equipment can cause strain on the body and risk injuries to happen.

If working on certain subjects like science you can come in to contact with chemicals leading to potential allergic reactions, burning yourself and spills if not careful. General hazards like slips, trips and falls can cause a risk in this job role. With constant contact with people you are more likely to catch illnesses like a common cold or flu virus.

Remember

Question 3

Describe risks to our own health in your chosen career / area of work.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Health & Safety

Mental health risks - You could find you are getting stressed with your line of job with deadlines and challenging students behaviours, you could feel exhausted and feel low confidence in yourself which is a risk for your job role. Having prolong stress can cause it to become worse leading to anxiety and depression, it can have a serious effect on your work and how you preform.

Remember

Explain measures to safeguard health in your own chosen area of work and identify sources of information on safeguarding own health.

The answer will only meet the criteria if:

The learner has explained measures to safeguard health and identified information on safeguarding own health e.g. used paragraphs to explain and identify sources to safeguard health

PassExamples

To meet the criteria the learner must include answers such as:

Risk assessments need to be done to identify any potential hazards to yourself and others this can be manual handling, potential violence from pupi s, exposure to health hazards like accidents. Risk assessments need to be regularly reviewed to see if there has been a update also if there is a change to the environment that you are in

You need to be trained in certain procedures like first aid, emergency procedures like fire dril s, security lockdowns, and how to handle any equipment safely. Training on recognising signs of mental health in others and children will need to be done as it is important that you know how to deal with a situation and respond to it. Teaching assistants who work with special educational needs children will need training on how to keep themse ves and the child safe whilst in their care this can be safe ifting and handling techniques.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

All allergies and medical conditions need to be noted and aware incase a incident occurs, they need to be clear on the protocols with emergencies. Have a open network for children adults and parents that can raise concerns with safety to get support if they need any. Safeguarding procedures will need to be trained on so that you have a good understanding on how to report any signs of abuse/neglect to keep children and adults safe.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Unit 9 Question 4

Explain measures to safeguard health in your own chosen area of work and identify sources of information on safeguarding own health.

To meet the criteria the learner must include answers such as:

Measures to safeguard health

Risk assessments need to be done to identify any potential hazards to yourself and others, this can be manual handling, potential violence from pupils, exposure to health hazards like accidents. Risk assessments need to be regularly reviewed to see if there has been a update also if there is a change to the environment that you are in. You need to be trained in certain procedures like first aid, emergency procedures like fire drills, security lockdowns, and how to handle any equipment safely.

Training on recognising signs of mental health in others and children will need to be done as it is important that you know how to deal with a situation and respond to it. Teaching assistants who work with special educational needs children will need training on how to keep themselves and the child safe whilst in their care, this can be safe lifting and handling techniques.

Sources of information on safeguarding own health

Schools policies and procedures show the safeguarding procedures and how to report any concerns you have and also provides support to reach out to. Line managers and the schools DSL can be a contact for you to address any concerns and you can ask questions for safeguarding needs, it even supports your well-being. HR department can provide you with information for your well-being also, they can offer you other services in the school to give you any support.

Social services can give you support if you was involved in a serious safeguarding concern as well as children. If you find you had work stress and it was effecting your mental health, health professionals like a nurse or GP can provide you with help.

Remember

Unit 9 Question 4

Explain measures to safeguard health in your own chosen area of work and identify sources of information on safeguarding own health.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Measures to safeguard health

All allergies and medical conditions need to be noted and aware incase a incident occurs, they need to be clear on the protocols with emergencies. Have a open network for children, adults and parents that can raise concerns with safety to get support if they need any. Safeguarding procedures will need to be trained on so that you have a good understanding on how to report any signs of abuse/neglect to keep children and adults safe.

Remember

Understand that both individuals and organisations encounter workplace problems

a) Explain the main reasons that individuals encounter problems in the workplace

b) Describe some of the common types of problem that an organisation or company might need to solve

Use sources of help effectively

c) Explain how sources of help available to both individuals and to organisations can help in solving work-related problems

d) Extract relevant information or advice from several (at least 3) different sources to help solve workplace problems

Consider possible solutions to workplace problems

e) Describe possible solutions to different work-place problems

f) Rank the solutions to problems according to their likely effectiveness, providing explanations for the rank order

Apply appropriate strategies to solve workplace problems

g) Plan how to execute the solutions they consider most likely to work

The answer will only meet the criteria if:

The learner has explained, described, extracted, ranked and planned a-g e.g. used paragraphs to explain, describe, extract, rank and plan the answers

PassExamples

To meet the criteria the learner must include answers such as:

a) Individuals in the work place may have poor communication skil s, with this it can cause miscommunication with one another causing conflicts. Work can not be done in time leading to jobs and work being overdue then causing stress on individuals. Peoples personalities may clash with one another finding it hard to get along, some may not have a strong work ethic causing frustration as work is not getting done There may be situations where there is unfairness in the workplace like unequal pay, discrimination this can cause a lot of problems between people.

b) Sorting communication problems between people solving this can minimise misunderstanding, work productivity and build a healthy environment for all Poor time management can be a problem, work can be effected not being done by deadlines work overload can occur making co leagues stressed with loads of responsibilities Employees who have no motivation, and dont grab opportunities for growth can lead to a ack of productivity Disagreements can effect team work making a negative environment for people to be in, techniques and methods need to be made to minimise conflicts happening. Managing financial situations can make sure companies/organisations are stab e and keep their growth

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Having poor leadership can create a negative work environment making co leagues leave their jobs and conflict between others.

HR departments can stop conflict from progressing worse and he p resolve situations to make a healthy environment. Stress related support can help individuals overall well-being and give ways how to manage stress

You can have training days to ensure everyone is up to date and knows the consequences when going against them also have a open network where employees know where to report incidents and go for support if needed

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Unit 9 Question 5

Understand that both individuals and organisations encounter workplace problems

a) Explain the main reasons that individuals encounter problems in the workplace

b) Describe some of the common types of problem that an organisation or company might need to solve

Use sources of help effectively

c) Explain how sources of help available to both individuals and to organisations can help in solving work-related problems

d) Extract relevant information or advice from several (at least 3) different sources to help solve workplace problems

Consider possible solutions to workplace problems

e) Describe possible solutions to different work-place problems

f) Rank the solutions to problems according to their likely effectiveness, providing explanations for the rank order

Apply appropriate strategies to solve workplace problems

g) Plan how to execute the solutions they consider most likely to work

To meet the criteria the learner must include answers such as:

a)

Individuals in the work place may have poor communication skills, with this it can cause miscommunication with one another causing conflicts Work can not be done in time eading to jobs and work being overdue then causing stress on individua s Peoples personalities may clash with one another finding it hard to get along, some may not have a strong work ethic causing frustration as work is not getting done There may be situations where there is unfairness in the workplace like unequal pay discrimination this can cause a ot of problems between people

b)

Sorting communication problems between people, so ving this can minimise misunderstanding, work productivity and build a healthy environment for all Poor time management can be a problem, work can be effected not being done by deadlines work overload can occur making col eagues stressed with loads of responsibilities Emp oyees who have no motivation, and dont grab opportunities for growth can ead to a lack of productivity Disagreements can effect team work making a negative environment for peop e to be in, techniques and methods need to be made to minimise conflicts happening. Managing financial situations can make sure companies/organisations are stable and keep their growth

c)

Sources like HR department can offer support to individuals and organisations for work stress and how to manage it also support for work relationships

Policies and procedures can provide framework for ways to address any problems you have Some organisations offer advice for any conflicts at work to support employees. These a l can help as they are proving support for individua s, identifying any problems and can give out strategies.

d)

Re evant information sources

Government regulations- these can show information on lega requirements with employment law and safety.

ACAS - this provides free information and advice for workplace relations and employment law

Company handbook- Handbooks show their policies procedures and expectations from employees. It shows practices and solutions also

e)

Have communication channels in the workp ace ike regu ar meetings, email updates This can give a opportunity for colleagues to speak about any problems they have and it can help resolve issues Teach everyone about active listening and give training with communication skills with this individuals can learn how to communicate with each other correct y and listen promptly, this can minimise miscommunication conflicts arising and creating a healthy environment Create a respectful and inc usive environment to make every individuals well-being prioritised, have c ear procedures and policies against discrimination

Provide stress management techniques for emp oyees and promote a healthy-life work ba ance to reduce stress, burnout and lack of productivity in employees

f)

1 Communication - I think this is the most effective as when individuals have chance to be open and speak about problems things can get resolved quickly, this can help jobs getting them done correctly without build up of work and mistakes. Conflict can be minimised and get sorted out before things escalate worse helping it become a supportive environment for everyone. Feedback can be exchanged helping growth and change in the work place with people exchanging thoughts and ideas I think this solution has the most effectiveness 2.Having a respectful inc usive environment- I have ranked this at number 2 as I feel this is effective for work place problems, emp oyers/ employees having clear expectations and ru es about discrimination can he p everyone treat everyone with respect and make sure no one feels excluded in their job. This can minimise conflicts between people, bad reputation on the work place

3.Stress management at work- I have ranked this as number 3 as I feel like people can sti l feel stressed with work, but some peop e stil can benefit from support systems making them feel less stressed about situations.

g)

Planning communication solution

Out ine what problem to sort out with the communication

Notify individuals who need to be involved

Plan meetings and open groups for people to talk about any issues

Encourage feedback from individua s to improve any communication

Schedu e regular meetings to ensure the work place is running smoothly, training of certain things and everyone can be open about problems they have.

Check up on employees for their feedback

Create an environment where everyone feels confident in sharing thoughts and feelings

Assess communication strategies to see if there are any areas for improvement

Have boards showing effective communication and ways to build skills

Question 5

Understand that both individuals and organisations encounter workplace problems

a) Explain the main reasons that individuals encounter problems in the workplace

b) Describe some of the common types of problem that an organisation or company might need to solve

Use sources of help effectively

c) Explain how sources of help available to both individuals and to organisations can help in solving work-related problems

d) Extract relevant information or advice from several (at least 3) different sources to help solve workplace problems

Consider possible solutions to workplace problems

e) Describe possible solutions to different work-place problems

f) Rank the solutions to problems according to their likely effectiveness, providing explanations for the rank order

Apply appropriate strategies to solve workplace problems

g) Plan how to execute the solutions they consider most likely to work

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

a)

Having poor leadership can create a negative work environment making colleagues leave their jobs and conflict between others.

c)

HR departments can stop conflict from progressing worse and help resolve situations to make a healthy environment. Stress related support can help individuals overall well-being and give ways how to manage stress.

e)

You can have training days to ensure everyone is up to date and knows the consequences when going against them, also have a open network where employees know where to report incidents and go for support if needed.

This can help individuals put more effort into work, and improve their mental well-being which is very important.

Remember

Describe the potential impact on children and young peoples development from:

a) health

b) background

c) environment

The answer will only meet the criteria if:

The learner has described impact on development from a-c e.g. used a table to present the descriptions

PassExamples

To meet the criteria the learner must include answers such as:

Health

Children and young people with long-term health conditions may have gaps in their school attendance, this can affect their cognitive development. As well as this time missed at school can also affect social development as children and young peop e may struggle to develop meaningful friendships

Background

Children and young people who are EAL are likely to be presented with language barriers which could detrimentally affect speech anguage and communication development. If these children struggle to interpret the education delivered, they may struggle to learn and therefore may negatively impact their cognitive development.

Environment

Children and young people living in unsafe neighbourhoods may have limited opportunity for outdoor play, therefore impacting their physical development.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Health

In addition to physical health, children and young people can also be affected by mental health; poor mental health can mean low self-esteem which in turn can affect social and emotional development as children and young people Poor mental health can also mean struggles with maintain focus and motivation which may impact academic performance and therefore affect cognitive development.

Background

If they struggle to communicate with their peers they are unlikely to be ab e to build friendships and therefore their social and emotional development may be adversely affected

Environment

The school environment can impact a child and young persons ability to develop, for example, a negative school experience such as bullying, may lead to low engagement and low self-esteem and as a result can affect cognitive, socia and emotional development.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Health

Neurodivergence can also influence development as children may have issues with regulation and behaviours, this may mean difficulties with maintaining focus and motivation which may impact academic performance and therefore affect cognitive development These children and young people may also be seen as ‘different’ by their peers which may affect their social development as well as their emotional development.

Describe the potential impact on children and young peoples development from:

a) health

b) background

c) environment

To meet the criteria the learner must include answers such as:

Health

Children and young people with long-term health conditions may have gaps in their school attendance, this can affect their cognitive development. As well as this, time missed at school can also affect social development, as children and young people may struggle to develop meaningful friendships.

In addition to these, depending on the long-term health condition, the children/young person may have limited physical ability and therefore their physical development is likely to be affected. If the child or young person has a hearing, sight, or speech impairment their speech, language and communication development is likely to be affected which in turn is also likely to affect their cognitive development.

Background

Children and young people who are EAL are likely to be presented with language barriers which could detrimentally affect speech, language and communication development. If these children struggle to interpret the education delivered, they may struggle to learn and therefore may negatively impact their cognitive development.

Children and young people from low-income families may be aware of their families' financial strains, so their mental health may be affected which can hinder their ability to concentrate in the classroom and in turn affect their cognitive development.

Environment

Children and young people living in unsafe neighbourhoods may have limited opportunity for outdoor play, therefore impacting their physical development.

Children and young people are affected by their home environment; children and young people develop and thrive when they feel safe. If their home environment is stressful to them they may attend school and be distracted which in turn will affect their ability to learn and consequently impact their cognitive development.

Remember

Describe the potential impact on children and young peoples development from:

a) health

b) background

c) environment

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Health

Feeling left out of social circles can also affect emotional development.

In addition to physical health, children and young people can also be affected by mental health; poor mental health can mean low self-esteem which in turn can affect social and emotional development as children and young people. Poor mental health can also mean struggles with maintain focus and motivation which may impact academic performance and therefore affect cognitive development.

Background

If they struggle to communicate with their peers, they are unlikely to be able to build friendships and therefore their social and emotional development may be adversely affected.

If their peers are aware of their families struggles, for example, if the children or young people are attending school in old clothes, they may be socially outcast, therefore affecting their social and emotional development.

Environment

The school environment can impact a child and young persons ability to develop, for example, a negative school experience, such as bullying, may lead to low engagement and low self-esteem and as a result can affect cognitive, social and emotional development.

Remember

Describe the potential impact on children and young peoples development from:

a) health

b) background

c) environment

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Health

Neurodivergence can also influence development as children may have issues with regulation and behaviours, this may mean difficulties with maintaining focus and motivation which may impact academic performance and therefore affect cognitive development. These children and young people may also be seen as ‘different’ by their peers which may affect their social development as well as their emotional development.

Remember

Question 2

Explain how to recognise and respond to developmental concerns.

Note: Developmental Concerns - When a child is not following expected patterns of development

The answer will only meet the criteria if:

The learner has explained how to recognise and response to developmental concerns, e.g. used paragraphs to describe.

PassExamples

To meet the criteria the learner must include answers such as:

In order to recognise developmental concerns, it is first important to understand what is typical across the key areas of development for each age group.

If a child does not seem to be keeping up with its peers in one or more areas of development or displays unusual behaviours, it is essential to make regular recordings of your observations to track. For example, you may notice that a child’s vocabulary is significantly less acquired than others in their age group, or it may be that the child has difficu ties with fo lowing simple instructions.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

The next step may be to talk to the parents/carers in which case the matter should a ways be raised sensitively so as not to alarm or cause defensiveness.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 2 Unit 1

Explain how to recognise and respond to developmental concerns.

Note: Developmental Concerns - When a child is not following expected patterns of development

To meet the criteria the learner must include answers such as:

Developmental Concerns

In order to recognise developmental concerns, it is first important to understand what is typical across the key areas of development for each age group.

Your observations should be shared with the appropriate professional as stated in your setting's policies and procedures, for example the school's SENDCo... (sentence continued in ‘good examples’ section)

Remember

Unit 1 Part B Question 2

Explain how to recognise and respond to developmental concerns.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Developmental Concerns

(sentence continued from ‘pass examples’ section) who may ask you to make more formal observation notes or may even carry out their own assessments.

The next step may be to talk to the parents/carers, in which case the matter should always be raised sensitively so as not to alarm or cause defensiveness.

Note: Developmental Concerns - When a child is not following expected patterns of development

Remember

Question 3

Identify 3 transitions experienced by children and young people and describe how transitions may affect children and young peoples holistic development.

The answer will only meet the criteria if:

Note: Holistic development - Paying attention to children's cognitive and physical development as well as social. emotional and spiritual wellbeing. Transitions - Change from one state to another

The learner has identified 3 transitions children experience and described how these affect them e.g. used paragraphs to identify and describe the answers

PassExamples

To meet the criteria the learner must include answers such as:

Socially, the chi d or young person may have difficulties in building new friendships and emotionally they may fee anxious or even fearful of the unknown Their emotional we lbeing may affect other areas of development for example feelings of anxiety may present themselves physically as difficulties sleeping or stomach aches, both of which may affect cognitive development as the child or young person may struggle to maintain focus in lesson or even miss time at school and potentially miss vital learning.

Puberty is a transition most young peop e wil experience. During puberty young people will experience many physical changes for example, the growth of body/facia hair and changes in body shape these physical changes as well as hormonal changes can affect young people’s emotional wellbeing, for example, they may struggle with being self-conscious or with self-esteem issues as they come to terms with their new identity

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Another transition children and young people may experience is the loss of a loved one Emotionally this may cause feelings of grief emotional distress, fear, anxiety and confusion. Some of these emotional feelings may present themselves physically, such as stomach aches, headaches and difficulties sleeping which in turn may affect cognitive development as the child or young person may struggle to maintain focus in lesson or even miss time at school and potentially miss essential learning. Socially, the child or young person may have struggles with maintaining friendships as they may push people away through fear of further loss to selfpreserve

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 3 Unit 1 Part B

Identify 3 transitions experienced by children and young people and describe how transitions may affect children and young peoples holistic development.

Note: Holistic development - Paying attention to children's cognitive and physical development as well as social. emotional and spiritual wellbeing. Transitions - Change from one state to another

To meet the criteria the learner must include answers such as:

Transitions

One transition that most children and young people will experience is starting a new school. Socially, the child or young person may have difficulties in building new friendships and emotionally, they may feel anxious or even fearful of the unknown. Their emotional wellbeing may affect other areas of development, for example, feelings of anxiety may present themselves physically as difficulties sleeping or stomach aches, both of which may affect cognitive development as the child or young person may struggle to maintain focus in lesson or even miss time at school and potentially miss vital learning.

Puberty is a transition most young people will experience. During puberty young people will experience many physical changes, for example, the growth of body/facial hair and changes in body shape, these physical changes as well as hormonal changes can affect young people’s emotional wellbeing, for example, they may struggle with being self-conscious or with self-esteem issues as they come to terms with their new identity. Additionally, the hormonal changes may cause mood swings (which could potentially cause social shifts for the young person as they may experience changes in friendship groups) and/or reduced focus for the young person which, in turn, may affect their cognitive development as this may result in gaps in learning.

Remember

Unit 1 Part B Question 3

Identify 3 transitions experienced by children and young people and describe how transitions may affect children and young peoples holistic development.

Note: Holistic development - Paying attention to children's cognitive and physical development as well as social. emotional and spiritual wellbeing. Transitions - Change from one state to another

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Transitions

This could be their first school place or changing school (perhaps due to relocation) or the move from primary school to secondary school. This transition can impact their holistic development in varying ways.

Another transition children and young people may experience is the loss of a loved one. Emotionally, this may cause feelings of grief, emotional distress, fear, anxiety and confusion. Some of these emotional feelings may present themselves physically, such as stomach aches, headaches and difficulties sleeping, which in turn may affect cognitive development as the child or young person may struggle to maintain focus in lesson or even miss time at school and potentially miss essential learning. Socially, the child or young person may have struggles with maintaining friendships as they may push people away through fear of further loss, to self-preserve.

Remember

Identify ways that children can learn and outline ways that children use senses to find out about the world.

Note: You must include 4 senses.

The answer will only meet the criteria if:

The learner has identified ways children can learn and outlined ways children can use senses e.g. used paragraphs to identify and outline the answers

PassExamples

To meet the criteria the learner must include answers such as:

Sight – children use their sight to help them recognise things such as shapes, patterns and movement Sight also supports their ability to read and write

Hearing – children learn anguage skills through listening and speaking, enabling them to identify sounds

Touch – being able to touch things helps children build their fine motor skil s and also exp ore textures temperatures and shapes.

Taste – being able to taste helps children to differentiate between flavours and develop food preferences which can also support cultural learning through trying different foods

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

.. experimentation, repetition and practice, interaction and communication sensory experiences, and guided learning.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Identify ways that children can learn and outline ways that children use senses to find out about the world.

Note: You must include 4 senses.

To meet the criteria the learner must include answers such as:

Ways Children Can Learn

Children can learn through a variety of methods, such as play, observation, exploration and (sentence continued in ‘good examples’ section)

Key Senses

Sight – children use their sight to help them recognise things, such as shapes, patterns and movement. Sight also supports their ability to read and write (sentence continued in ‘good examples’ section)

Hearing – children learn language skills through listening and speaking, enabling them to identify sounds (sentence continued in ‘good examples’ section)

Touch – being able to touch things helps children build their fine motor skills and also explore textures, temperatures and shapes.

Taste – being able to taste helps children to differentiate between flavours and develop food

Question 4

Identify ways that children can learn and outline ways that children use senses to find out about the world.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Ways Children Can Learn

(sentence continued from ‘pass examples’ section) experimentation, repetition and practice, interaction and communication, sensory experiences, and guided learning.

Note: You must include 4 senses.

Key Senses

Sight – (sentence continued in ‘good examples’ section) as well as enabling visual memory and observations.

Hearing – (sentence continued in ‘good examples’ section) follow instructions and enjoy music.

Remember

State the importance of investigation for children's learning.

The answer will only meet the criteria if:

The learner has stated importance of investigation e.g. used paragraphs to state the answers

PassExamples

To meet the criteria the learner must include answers such as:

Investigation is important to a child s learning as it helps with understanding and building essential life ski ls. It stimulates a child's curiosity and encourages them to ask questions such as “why?” and “how?”

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Investigation also builds problem solving skil s and boosts independence and selfconfidence as children begin to trust their instincts and take pride in their discoveries. Through investigation, children connect learning with real life as it helps them understand how concepts apply to the world around them

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

State the importance of investigation for children's learning.

To meet the criteria the learner must include answers such as:

Importance of Investigation

Investigation is important to a child’s learning as it helps with understanding and building essential life skills. It stimulates a child's curiosity and encourages them to ask questions such as “why?” and “how?”

State the importance of investigation for children's learning.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Importance of Investigation

It also makes learning exciting and meaningful.

Investigation also builds problem solving skills and boosts independence and self-confidence as children begin to trust their instincts and take pride in their discoveries. Through investigation, children connect learning with real life as it helps them understand how concepts apply to the world around them.

Remember

Identify 3 stories and rhymes for children aged 0 - 5 and identify sensory aid(s) to support children's enjoyment of stories and state ways to encourage children to take part in stories or rhymes.

Note: The specifications state: "A minimum of three appropriate stories and three rhymes with specific age identified."

The answer will only meet the criteria if:

The learner has identified stories, rhymes and sensory aids, and stated ways to encourage children to take part in these e.g. used paragraphs to identify and state the answers

PassExamples

To meet the criteria the learner must include answers such as:

“Dear Zoo” by Rod Campbell 1-5 years old

To bring this story to life, we could incorporate different fabrics to represent the texture of the animal.

Another way for the children to connect with the story would be to encourage them to make the sound that the animal makes

“We re Going on a Bear Hunt” by Michael Rosen 3-5 years old

To bring this story to life, you could incorporate various sensory experiences as you move through the story.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

For example:

Elephant – use sandpaper to represent the rough skin of an elephant

Frog – you could use green jelly or some slime (needs to be non toxic ingredients) to represent the slimy feel of the frog.

Dog – you could use soft cotton wool to represent how soft and snuggly dogs fur is.

Snake – you cou d use the finger grip side of a rubber glove for the kids to touch to feel how a snakes skin might feel.

You can also have a shoe box that you put various items in to use smell to help the children connect with the story, such as hay for the elephant, bananas for moneys and herbal smells for a snake like eucalyptus or mint.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Unit 1 Part B Question 6

Identify 3 stories and rhymes for children aged 0 - 5 and identify sensory aid(s) to support children's enjoyment of stories and state ways to encourage children to take part in stories or rhymes.

Note: The specifications state: "A minimum of three appropriate stories and three rhymes with specific age identified."

To meet the criteria the learner must include answers such as:

“Dear Zoo” by Rod Campbell 1-5 years old

To bring this story to life, we could incorporate different fabrics to represent the texture of the animal.

Another way for the children to connect with the story would be to encourage them to make the sound that the animal makes.

“The Gruffalo” by Julia Donaldson 18 months - 5 years old

To bring this story to life, you could incorporate various sensory experiences as you move through the story. See examples below:

Touch – pinecones, bark and moss (sentence continued in ‘good examples’ section)

Sight – a great way to create interest and suspense in the story is to create shadows with torches. The children can take turns at doing this too.

on a Bear Hunt” by Michael Rosen 3-5 years old

To bring this story to life, you could incorporate various sensory experiences as you move through the story. See examples below:

Forest – for this scene, you can use twigs and leaves

To make this book interactive, encourage the children to act out the movements using the sensory aids above.

“The Wheels on the Bus” – a classic rhyme 0-2 years old

Bus wheels – use paper plates and encourage the children to turn them round and round in time to the words.

Horn – give the children something noisy to press / ring / sound at this stage of the verse.

“Incy Wincy Spider” – a classic rhyme 0-5 years old

Bus wheels – use paper plates and encourage the children to turn them round and round in time to the words.

Horn – give the children something noisy to press / ring / sound at this stage of the verse.

“Five Little Speckled Frogs” – a classic rhyme 2-5 years old

This can be made interactive by encouraging children to count down with their fingers (sentence continued in ‘good examples’ section)

Green slime or jelly

Unit 1 Part B Question 6

Identify 3 stories and rhymes for children aged 0 - 5 and identify sensory aid(s) to support children's enjoyment of stories and state ways to encourage children to take part in stories or rhymes.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

“Dear Zoo” by Rod Campbell 15 years old

For example:

Elephant – use sandpaper to represent the rough skin of an elephant.

Frog – you could use green jelly or some slime (needs to be non toxic ingredients) to represent the slimy feel of the frog

Dog – you could use soft cotton wool to represent how soft and snuggly dogs fur is.

Snake – you could use the finger grip side of a rubber glove for the kids to touch to feel how a snakes skin might feel.

You can also have a shoe box that you put various items in to use smell to help the children connect with the story such as hay for the elephant, bananas for moneys, and herbal smells for a snake like eucalyptus or mint

Gruffalo” by Julia Donaldson 18 months - 5 years old

(sentence continued from pass examples’ section) can be used to create a forest feel.

Smell – you can put some of the following into a jar and let the children take turns to smell them: cinnamon, orange peel and pine needles to create forest smells Sound – gather some leaves up and rustle them to imagine how a forest might sound as the Gruffalo walks through it

(sentence continued from ‘pass examples’ section) to create the scene and offer a sensory experience to touch and smell them and imagine being in a real forest

Cave – you can use a large blanket to put over the children and create the dark cave experience.

River – you could use a shallow tray filled with water and allow the children to paddle their fingers in and move the water to imagine what the river feels like.

Mud – brown playdough is perfect for this. The texture is similar to mud and the children can play with it and imagine what it’d be like to get stuck in it.

You could also consider playing some sound effects to help create the different environments such as spooky music for the dark cave.

Remember

Note: The specifications state: "A minimum of three appropriate stories and three rhymes with specific age identified."

To bring this story to life, you could incorporate items or movements to represent each verse For example: Wipers – give the children a piece of ruler or piece of card for each hand to swish like windscreen wipers.

Doors – make some quick flaps from cardboard for each child to hold, so that they can open and shut them in time to the words relating to the door opening and shutting. People – when the people on the bus go up and down, get the children to jump up and down Baby – when the baby on the bus is crying, you could get a spray bottle of water and spray it gently to represent the baby crying.

Wincy Spider” – a classic rhyme 05 years old

This is a really popular rhyme with toddlers as it has a nice gentle rhythm along with simple hand movements It helps to build fine motor skills and introduces the subject of weather to children. The children will enjoy creating the spider with their hands and following the actions as Incy Wincy Spider climbs and falls

Pipe cleaners – you can use these to create spiders if children prefer to hold a spider, rather than use their hands to create a pretend spider. The children can move the legs to help the spider climb.

Torch – this can be used to create the sun shining brightly and also show how the sun dries up the rain for Incy Wincy to climb up the spout again.

Cotton wool balls – these are perfect for creating the clouds, and are nice and soft for children to touch

This is a counting rhyme and is great for getting children used to numbers and counting. It’s fun and great for a group singing activity.

(sentence continued from ‘pass examples’ section) do jumps like a frog and make frog noises You can also get the children to remove the frogs one by one as they disappear in the rhyme.

Green slime or jelly – this can represent the cool pond for the frogs to jump into. Plastic jumping frogs – you can also make origami frogs if preferred. These can be used by the children to mimic the actions, and then removing them one by one as they disappear Twigs – you can use these as the logs that the frogs sit on. Children can enjoy smelling them and feeling the texture.

Water tray – you can put a small amount of water and let the children place the twigs and frogs in there and follow the actions in the rhyme. Note – plastic frogs work best for this!

Identify 4 objects of interest from the natural world and list natural environments which may be used to extend children's experiences and give an example of how outdoor experiences can develop children's curiosity.

The answer will only meet the criteria if:

The learner has identified objects of interest and given examples of how these develop curiosity e.g. used paragraphs to identify the answers

PassExamples

To meet the criteria the learner must include answers such as:

of interest from

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Outdoor experiences can develop children’s curiosity as they learn through discovery and play. For example, a mini beast hunt in a woodland area where children are given magnifying glasses and bug boxes to search for insects under logs, leaves and stones. As the children find the mini beasts, it encourages questions such as “why do they live here” and “what do they eat”. Natural environments which may be used to extend children’s experiences 4) Gardens 5) Farms 6) Rivers and Streams 7) Parks

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

To meet the criteria the learner must include answers such as:

Objects of interest from the natural world:

1.Leaves

2.Rocks

3.Insects

4.Flowers

Natural environments which may be used to extend children’s experiences:

1.Forests

2.Mountains

3.Beaches

Outdoor experiences can develop children’s curiosity as they learn through discovery and play. For example, a mini beast hunt in a woodland area, where children are given magnifying glasses and bug boxes to search for insects under logs, leaves and stones. As the children find the mini beasts, it encourages questions such as “why do they live here” and “what do they eat”. This sparks scientific thinking and vocabulary development, (sentence continued in ‘good examples’ section)

Unit 1 Part B Question 7

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Objects of interest from the natural world:

1.Stones

2.Plants

Natural environments which may be used to extend children’s experiences:

1.Woodlands

2.Hills

3.Gardens

4.Farms

5.Rivers and Streams

6.Parks

(sentence continued in ‘good examples’ section) as well as encouraging teamwork, patience, and respect for living creatures.

Remember

List local organisations services or people that can provide experiences for children and state the benefits of finding out about local community for children.

Also, give 3 examples of ways that local organisations, services or people working in the community can broaden children's experiences.

The answer will only meet the criteria if:

Note: The example below is from a learner who lives in Chester, so her organisations are local to Chester.

The learner has listed local organisations, stated benefits and given 3 examples of ways to broaden children’s experiences e.g. used paragraphs to identify the answers

PassExamples

To meet the criteria the learner must include answers such as:

Local Organisations, Services, or People in Chester That Provide Experiences for Children:

Live! Cheshire Belong Chester Cheshire Community Action

The benefits of finding out about the local community for children are that it enhances learning as loca landmarks are more relatable when learning history

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Local Organisations, Services, or People in Chester That Provide Experiences for Children:

Chester Zoo – Experience nature and wildlife and learn all about the conservation efforts around the world enabled by this beautiful zoo

Grosvenor Park – A lovely green space with a miniature railway play area and seasonal events

Roman Tour – A 1.5 hour guided experience exploring the remains of Deva Victrix, Britain’s largest Roman fortress, and the amphitheatre

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

List local organisations services or people that can provide experiences for children and state the benefits of finding out about local community for children.

Also, give 3 examples of ways that local organisations, services or people working in the community can broaden children's experiences.

To meet the criteria the learner must include answers such as:

Local Organisations, Services, or People in Chester That Provide Experiences for Children:

Live! Cheshire

Belong Chester

Cheshire Community Action

The benefits of finding out about the local community for children are that it enhances learning as local landmarks are more relatable when learning history. It also fosters a sense of belonging and builds social skills as children interact with diverse people, (sentence continued in ‘good examples’ section)

Examples of ways that local organisations, services or people working in the community can broaden children's experiences:

Libraries – hosting story times, craft sessions, and reading challenges help spark imagination and improve literacy.

Local businesses – such as bakeries and farms can offer tours or demonstrations to groups of children to enrich their learning experience.

Artists and performers – can lead workshops or performances, encouraging creativity and selfexpression.

Note: The example below is from a learner who lives in Chester, so her organisations are local to Chester.

Unit 1 Part B Question 8

List local organisations services or people that can provide experiences for children and state the benefits of finding out about local community for children.

Also, give 3 examples of ways that local organisations, services or people working in the community can broaden children's experiences.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Local Organisations, Services, or People in Chester That Provide Experiences for Children:

Live! Cheshire – Offers inclusive youth clubs, performing arts, and SEND holiday clubs for children and young people with disabilities

Belong Chester – A care village with an integrated children’s nursery that promotes intergenerational learning through shared activities with older residents

Cheshire Community Action – Supports community engagement and development, including health and social care initiatives

Chester Zoo – Experience nature and wildlife and learn all about the conservation efforts around the world enabled by this beautiful zoo.

Grosvenor Park – A lovely green space with a miniature railway, play area, and seasonal events

Roman Tour – A 1.5 hour guided experience exploring the remains of Deva Victrix, Britain’s largest Roman fortress, and the amphitheatre

(sentence continued from ‘pass examples’ section) learning empathy, communication and team work. Familiarity with the local area also boosts confidence, safety awareness and mental health.

Remember

Note: The example below is from a learner who lives in Chester, so her organisations are local to Chester.

a) Outline the difference between listening and hearing

b) Define what active listening' is.

c) Describe techniques to enable effective listening

Note: Different ways to listen to people: face to face, telephone, video calls, two-way radio, intercom. Exhibited Behaviours: Verbal nods, leaning forward, tilting head, summarising, relevant questions, clarification, paraphrasing. Why it is important to listen: Customer wants, needs and expectations. Passing messages to colleagues. Gathering information, problem solving, avoid misunderstandings conflict and complaints Barriers to listening: Assumptions, distractions, language, background noise, system/signal quality, disability. Techniques to enable effective listening: Focus, open mind, minimisation of distractions, allowing enough time, using notepaper and pen

The answer will only meet the criteria if:

The learner has outlined, defined and described a-c e.g. used paragraphs to outline, define and described the answers

PassExamples

To meet the criteria the learner must include answers such as:

Hearing happens naturally and is when you hear sound through your ears, whereas listening is when you concentrate on what is being said.

Active Listening is where you fu ly concentrating on what someone is saying, rather than just hearing the words It’s when you interpret what s being said and can then reply appropriately to confirm that you understood.

Its really useful to repeat back a summary of the speaker’s discussion as this helps to make sure that you’ve understood the message. You can also ask questions if you need to clarify something that was said again ensuring that you come away with the correct message

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

a) Outline the difference between listening and hearing

b) Define what active listening' is.

c) Describe techniques to enable effective listening

To meet the criteria the learner must include answers such as:

Communication

Hearing happens naturally and is when you hear sound through your ears, whereas listening is when you concentrate on what is being said.

Active Listening is where you fully concentrating on what someone is saying, rather than just hearing the words. It’s when you interpret what’s being said and can then reply appropriately to confirm that you understood.

Effective active listening can be helped by doing things like turning off mobile phone tones and notification sounds and choosing somewhere quiet where you can give your full attention to the person speaking. Taking notes is also a really good way to help with active listening, you can include things like agreed actions and key points, which you can refer back to. Giving the person speaking your full attention (eye contact, open body language, and don’t interrupt) also really helps with active listening, as you can better understand the information by listening to the speaker’s tone and emotion.

Its really useful to repeat back a summary of the speaker’s discussion as this helps to make sure that you’ve understood the message. You can also ask questions if you need to clarify something that was said, again ensuring that you come away with the correct message.

Remember

Question 2

List types of communication used in the workplace and identify what behaviours you could display to demonstrate active listening.

The answer will only meet the criteria if:

The learner has listed types of communication and identified different behaviours e.g. used bullet points to list and identify the answers

PassExamples

To meet the criteria the learner must include answers

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

examples available for this question

Unit 2 Part B Question 2

List types of communication used in the workplace and identify what behaviours you could display to demonstrate active listening.

To meet the criteria the learner must include answers such as:

Communication

Types of communication used in the workplace:

Face to face

Telephone calls

Video calls

Behaviours that show active listening:

Verbal nods – this could be nodding your head to confirm that you agree

Non verbal cues – this could be things like tilting your head or leaning forward

Clarification – ask questions to ensure that you fully understand the message

Unit 2 Part B Question 2

List types of communication used in the workplace and identify what behaviours you could display to demonstrate active listening.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Communication

Types of communication used in the workplace: Emails Instant messaging Reports

Behaviours that show active listening: Repeat or rephrase key points – by confirming the message back to the speaker you confirm your understanding is correct Take notes – these can be used for reference afterwards

Remember

Identify types of communication used for different purposes and their benefits

The answer will only meet the criteria if:

The learner has identified types of communication e.g. used bullet points to identify the answers

PassExamples

To meet the criteria the learner must include answers such as:

Examples of types of communication, their purposes and benefits:

Face to face – example purposes include: team meetings, briefings and coaching. Benefits include rapport and immediate feedback including non verbal cues.

Phone calls – example purposes include informal chats and raising urgent issues. Benefits include suitability for remote workers and the fact that it s fast and direct.

Video calls – examp e purposes include col aboration for remote workers and project reviews. Benefits include rapport bui ding and information sharing Emails – example purposes include sharing instructions and confirming information. Benefits include easy to use recorded and easy access / retrieval

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Examp es of types of communication, their purposes and benefits: Reports – example purposes include documenting information and staff performance reviews. Benefits include structure and formality.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Unit 2 Part B Question 3

Identify types of communication used for different purposes and their benefits

To meet the criteria the learner must include answers such as:

Communication

Examples of types of communication, their purposes and benefits:

Face to face – example purposes include: team meetings, briefings and coaching. Benefits include rapport and immediate feedback including non verbal cues.

Phone calls – example purposes include informal chats and raising urgent issues. Benefits include suitability for remote workers and the fact that it’s fast and direct.

Video calls – example purposes include collaboration for remote workers and project reviews. Benefits include rapport building and information sharing.

Unit 2 Part B Question 3

Identify types of communication used for different purposes and their benefits

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Communication

Examples of types of communication, their purposes and benefits:

Emails – example purposes include sharing instructions and confirming information. Benefits include easy to use, recorded, and easy access / retrieval.

Instant Messaging – example purposes include quick collaboration and status checks. Benefits include informal and real time communication.

Reports – example purposes include documenting information and staff performance reviews. Benefits include structure and formality.

Remember

a) State the importance of listening to instructions

b) Describe the barriers to listening

c) Describe the implications of not listening.

The answer will only meet the criteria if:

The learner has stated and described listening e.g. used paragraphs to state and describe the answers

PassExamples

To meet the criteria the learner must include answers such as:

It’s important to listen to instructions, as it ensures that tasks are completed correctly which can save time and resources There may also be a health and safety risk if instructions aren’t followed correctly.

Barriers to listening can occur for a number of reasons The main one is background noise which makes it difficult to hear properly or concentrate on what the speaker is saying. If you’re on the phone or a video call then poor connection can also cause an issue with hearing properly or being able to concentrate on what the speaker is saying.

Language differences or disabilities (such as hearing or cognitive conditions) could also make it difficult to listen and understand the speaker. Making assumptions before the speaker has finished talking can also impact listening as you may think you know the message that the speaker is trying to communicate before they’ve finished talking.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Unit 2 Part B Question 4

a) State the importance of listening to instructions

b) Describe the barriers to listening

c) Describe the implications of not listening.

To meet the criteria the learner must include answers such as:

Listening

It’s important to listen to instructions, as it ensures that tasks are completed correctly, which can save time and resources. There may also be a health and safety risk if instructions aren’t followed correctly.

Barriers to listening can occur for a number of reasons.

The main one is background noise, which makes it difficult to hear properly or concentrate on what the speaker is saying. If you’re on the phone or a video call, then poor connection can also cause an issue with hearing properly or being able to concentrate on what the speaker is saying.

If you don’t listen properly then this can have serious consequences, especially in the workplace. You could make mistakes in your work by not listening which could waste time and resources, affect the company’s reputation and also cost the company money. Misunderstandings at work can also lead to fall outs between colleagues and cause an atmosphere for the team.

Not listening properly also increases the risk of customer complaints. Even worse, not listening could put you and others in danger if important instructions are missed.

Remember

Describe how to establish rapport and professional relationships with adults and explain strategies and techniques to promote understanding and trust in communication with adults.

The answer will only meet the criteria if:

The learner has described how to establish rapport and relationships with adults and explained ways to promote communication understanding e.g. used paragraphs to explain and describe the answers

PassExamples

To meet the criteria the learner must include answers such as:

Describe how to establish rapport and professional relationships with adults

A key way to establish rapport and professional relationships with adults is to maintain reliability and accountability. In order to be reliable, it is imperative to complete tasks agreed with the adults and follow through on commitments made with them This will keep a good working relationship Remaining accountable includes admitting when things have gone wrong and taking responsibility for your part played in any mistakes; otherwise, you may not connect with the other adults who would avoid you. It is also vital to be honest and transparent, particularly when addressing issues of concern.

Explain strategies and techniques to promote understanding and trust in communication with adults

Strategies and techniques to promote understanding and trust in communication with adults can include showing empathy. Understanding and trust can be promoted by acknowledging the other persons perspective using phrases similar to “I can see that this is (frustrating/upsetting/difficult) for you”, can help to recognise their emotions

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Describe how to establish rapport and professional relationships with adults

Another key way to establish rapport and professional relationships with adults is to be respectful and professional. It is important to be respectful to all adults encountered, regardless of their role It is also important to acknowledge your role within the school as well as the roles of others When working with others, do so respectfully without overstepping boundaries and responsibilities Whilst maintaining professionalism, it is essential to adhere to schoo policies and procedures, which can inc ude dressing appropriately for your role and using formal language where situations call for it

Explain strategies and techniques to promote understanding and trust in communication with adults

Being discreet and maintaining confidentiality can help to promote understanding and trust. It is imperative for adults to know that you are handling sensitive information with discretion in order for trust to be offered. Personal information of anyone should not be shared outside of where it is professionally necessary and discussions around others and their needs should be subtle especially when in communal areas

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Describe how to establish rapport and professional relationships with adults and explain strategies and techniques to promote understanding and trust in communication with adults.

To meet the criteria the learner must include answers such as:

Describe how to establish rapport and professional relationships with adults

Remaining accountable includes admitting when things have gone wrong and taking responsibility for your part played in any mistakes; otherwise, you may not connect with the other adults, who would avoid you. It is also vital to be honest and transparent, particularly when addressing issues of concern.

Explain strategies and techniques to promote understanding and trust in communication with adults

Strategies and techniques to promote understanding and trust in communication with adults can include showing empathy. Understanding and trust can be promoted by acknowledging the other person's perspective, using phrases similar to “I can see that this is (frustrating/upsetting/difficult) for you”, can help to recognise their emotions.

Active listening can help to promote understanding and trust as it displays respect for what the other person has to say. Active listening includes maintaining eye contact and using responsive body language such as head nodding. Avoiding interrupting reinforces that you are interested in what the other person has to say and also allows them time to finish their points. Rewording and restating what you have heard reinforces understanding and allows for any clarifications.

Unit 2 Part B Question 5

Describe how to establish rapport and professional relationships with adults and explain strategies and techniques to promote understanding and trust in communication with adults.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Describe how to establish rapport and professional relationships with adults

Another key way to establish rapport and professional relationships with adults is to be respectful and professional. It is important to be respectful to all adults encountered, regardless of their role. It is also important to acknowledge your role within the school, as well as the roles of others. When working with others, do so respectfully without overstepping boundaries and responsibilities. Whilst maintaining professionalism, it is essential to adhere to school policies and procedures, which can include dressing appropriately for your role and using formal language where situations call for it.

Offering two-way communication establishes rapport and professional relationships as it shows others that you respect and value their opinions and insight. Encouraging collaboration by asking questions such as “what do you think is the best way to approach this?” and showing appreciation for their input by following this up with phrases such as "Thank you for sharing that, it really is helpful”, helps to create a cooperate relationship.

Listening attentively is another way to establish rapport and professional relationships with adults. Listening attentively includes showing interest through body language and non-verbal cues, for example, maintaining eye contact during conversations as well as head nodding. Listening without interrupting when others are speaking encourages them to be able to share what information they have to offer. It can also help to rephrase and repeat back to the person what they have said to you to ensure that you have correctly interpreted the message they are attempting to deliver.

Remember

Explain strategies and techniques to promote understanding and trust in communication with adults

It is vital to always remain calm and composed, especially when emotions are heightened and to adapt your responses based on the flow of the conversation. If the situation becomes too emotionally charged, consider ending the conversation and picking it back up at another time.

On top of active listening, it is important to be mindful of your body language and non-verbal communication; crossed arms, being fidgety, frowning and sighing can all send negative messages that we would ideally avoid.

a) State different ways to listen to people and what key information should be listened for when dealing with customers.

b) State why it is important to listen to a customer

c) Describe the barriers to listening and techniques to enable effective listening

Back to Contents

Note: Different ways to listen to people: face to face, telephone, video calls, two-way radio, intercom Exhibited Behaviours: Verbal nods, leaning forward, tilting head, summarising, relevant questions, clarification, paraphrasing Why it is important to listen: Customer wants, needs and expectations. Passing messages to colleagues. Gathering information, problem solving, avoid misunderstandings, conflict and complaints Barriers to listening: Assumptions, distractions, language, background noise, system/signal quality, disability Techniques to enable effective listening: Focus, open mind, minimisation of distractions, allowing enough time, using notepaper and pen

The answer will only meet the criteria if:

The learner has stated and described a-e e.g. used paragraphs to state and describe the answers

PassExamples

To meet the criteria the learner must include answers such as:

Examples of different ways to listen to people

Face to face – rapport and immediate feedback including non verbal cues

Phone - raising urgent issues.

Video calls – rapport building and information sharing.

Examples of key information to listen for when dealing with customers

Requirements – what do they want doing

Questions or concerns – any confusion or dissatisfaction that they express Complaints or feedback – what went wrong or what they suggest improving Urgency and timelines – when they expect action and any key milestone dates

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Unit 2 Part B Question 6

a) State different ways to listen to people and what key information should be listened for when dealing with customers.

b) State why it is important to listen to a customer

c) Describe the barriers to listening and techniques to enable effective listening

Example ‘Pass’ Answers

To meet the criteria the learner must include answers such as:

Examples of different ways to listen to people:

Face to face – rapport and immediate feedback including non verbal cues.

Phone - raising urgent issues.

Video calls – rapport building and information sharing.

Examples of key information to listen for when dealing with customers:

Requirements – what do they want doing

Questions or concerns – any confusion or dissatisfaction that they express

Complaints or feedback – what went wrong or what they suggest improving

Urgency and timelines – when they expect action and any key milestone dates

It is essential to listen to a customer as not doing so properly could result in the original ask being misinterpreted and any mistake could cost the company time and/or money, as well as risking reputational damage.

Common barriers to listening:

Common barriers to listening are background noise – can make it harder to hear or concentrate, poor system / signal quality – this can affect the connection during phone or video calls, language differences – this can lead to misinterpretation, distractions – mental or physical distractions can impact concentration, assumptions –prejudging what’s being said before it’s been fully explained, disabilities and hearing or cognitive conditions may impact processing.

Techniques to Enable Effective Listening are, remove distractions – turn off tones on mobile phone and make sure that you’re somewhere quiet, focus – concentrate on what’s being said, make notes – note down key points and actions for reference afterwards, allow sufficient time – ensure that the person speaking has sufficient time to speak without feeling rushed and repeat back or paraphrase – by repeating / paraphrasing a conversation, you can ensure that the message has been correctly understood.

Understand how to communicate effectively with others.

Identify 3 ways to communicate effectively with others and outline the importance of communicating effectively with others.

The answer will only meet the criteria if:

The learner has identified effective communication and outlined why it is important e.g. used bullet points to identify and paragraphs to outline the answers

PassExamples

To meet the criteria the learner must include answers such as:

Active Listening – by fu ly concentrating on what someone is saying, you will understand the message and be able to respond appropriately. This shows respect, helps to build trust, and a so reduces the risk of misunderstandings.

Non verbal communication – you can use body language such as nodding, smiling, and a nice calm tone of voice to communicate. For example, nodding to confirm agreement with what someone is saying This is a really good simple way to get across how you feel about something or confirm agreement

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Understand how to communicate effectively with others.

Identify 3 ways to communicate effectively with others and outline the importance of communicating effectively with others.

To meet the criteria the learner must include answers such as:

Understand how to communicate effectively

Active Listening – by fully concentrating on what someone is saying, you will understand the message and be able to respond appropriately. This shows respect, helps to build trust, and also reduces the risk of misunderstandings.

Non verbal communication – you can use body language, such as nodding, smiling, and a nice calm tone of voice to communicate. For example, nodding to confirm agreement with what someone is saying. This is a really good simple way to get across how you feel about something or confirm agreement.

Ask open ended questions – by asking questions that require more than a yes or no answer you show that you’re interested in what the other person thinks, which can help to build good relationships.

It’s really important to communicate effectively with others as it helps to build strong relationships, helps teams work more efficiently together, and can also help with conflict resolution as individuals get their point over in a better way. By communicating clearly and actively listening, this helps to build trust and also reduce the risk of misunderstandings and mistakes. It also makes people feel heard and respected, which helps boost confidence and morale.

Remember

List different situations where behaviours change

The answer will only meet the criteria if:

The learner has listed different situations where behaviours change e.g. used bullet points to list the answers

PassExamples

To meet the criteria the learner must include answers such as:

People’s behaviours can change for a range of reasons, including:

When they’re feeling sad

When they’re feeling stressed or anxious

When they’re tired

When they’re around close friends

When they’re around figures of authority (police teacher etc)

When they’re going through change (moving job or house etc)

When they’re in the workplace

In an emergency situation (a fire, medical emergency etc)

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

People’s behaviours can change for a range of reasons, including:

During celebrations (a wedding, birthday party or family occasion etc)

When they feel threatened (physically or emotional y)

When they’re hungry

When they’re in pain

When they experience failure (failed driving test or exam etc)

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

List different situations where behaviours change

To meet the criteria the learner must include answers such as:

Situations

where behaviours change

People’s behaviours can change for a range of reasons, including:

When they’re feeling sad

When they’re feeling stressed or anxious

When they’re tired

When they’re around close friends

When they’re around figures of authority (police, teacher etc)

When they’re going through change (moving job or house etc)

When they’re in the workplace

In an emergency situation (a fire, medical emergency etc)

List different situations where behaviours change

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Situations where behaviours change

People’s behaviours can change for a range of reasons, including:

During celebrations (a wedding, birthday party or family occasion etc)

When they feel threatened (physically or emotionally)

When they’re hungry

When they’re in pain

When they experience failure (failed driving test or exam etc)

Remember

Give examples of positive behaviour in given situations

The answer will only meet the criteria if:

The learner has given examples of positive behaviour, e.g. used paragraphs to give the answers

PassExamples

To meet the criteria the learner must include answers such as:

Positive behaviour in given situations

Respecting others - This can be listening to peers, teachers and parents. Using polite language when having conversations giving empathy towards others.

Taking responsibility - Learning from your mistakes, taking accountability with any errors you have made being responsible in your job role and doing the correct work

Treating everyone equally- Give people respect and treat everyone the same regardless of their backgrounds/characteristics.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Positive behaviour in given situations

Kindness - Helping people out, offering support when needed being compassionate towards people sharing things.

Positive attitude - Happy facia expressions, having a positive outlook on things encourages others to do we l.

Teamwork - Working effectively with others supporting peers that need help sharing positive ideas/knowledge

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Positive behaviour in given situations

Being considerate- Understand people's needs, feelings, give people space if they need it and polite in interactions.

Give examples of positive behaviour in given situations

To meet the criteria the learner must include answers such as:

Positive behaviour in given situations

Respecting others - This can be listening to peers, teachers and parents. Using polite language when having conversations, giving empathy towards others.

Taking responsibility - Learning from your mistakes, taking accountability with any errors you have made, being responsible in your job role and doing the correct work.

Treating everyone equally - Give people respect and treat everyone the same regardless of their backgrounds/characteristics.

Give examples of positive behaviour in given situations

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Positive behaviour in given situations

Kindness - Helping people out, offering support when needed, being compassionate towards people, sharing things.

Positive attitude - Happy facial expressions, having a positive outlook on things, encourages others to do well.

Teamwork - Working effectively with others, supporting peers that need help, sharing positive ideas/knowledge.

Give examples of positive behaviour in given situations

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Positive

behaviour in given situations

Being considerate - Understand people's needs, feelings, give people space if they need it, and polite in interactions.

Remember

Describe how your verbal and non-verbal communication could influence the situation as given in the scenario. Explain how the way you speak and your body language might help calm the child and encourage them to re-join the activity.

The answer will only meet the criteria if:

Note: Scenario Question: You are supporting a small group of children during a classroom activity. One child becomes upset and refuses to join in.

The learner has described verbal/non-verbal communication and explained how speech and body language might help calm the child e.g. used paragraphs to describe and explain the answers

PassExamples

To meet the criteria the learner must include answers such as:

Non verbal communication-

Happy inviting facial expressions like smiling to the child, this can make them fee calm and stop them from feeling upset. When doing the activity you can use simple hand signs and play with the toys and demonstrate to the child, this can influence the chi d to join in and want to play You can sit near the child and try to interact with them but still give them their persona space as you don't want to upset them more but being near them can help the child feel safe and want to join in again

Verbal communication-

You can ask the chi d if they would like to join in with the activity when you notice they become upset you can ask them why they are upset and try to distract them with toys to make them feel better and encourage to join in. Use simple clear communication so the child doesnt become confused and more upset. Ask the child if they would ike to go in a quiet area for 5 minutes to calm down and then join the activity, this can help the child get some alone time to calm themselves and then can join in, feeling happier and ready to take on the activity

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Verbal communication-

You can ask the child what part of the activity they enjoy the most, this can encourage them to join. Also ask if they would ike to sit next to their friend as they can feel more comfortable to join

When the child feels safe they are more likely to open up about their feelings to you and when they have spoke about them it can make them feel better in themselves for etting it out and someone being there for them

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Describe how your verbal and non-verbal communication could influence this situation. Explain how the way you speak and your body language might help calm the child and encourage them to re-join the activity.

Note: Scenario Question: You are supporting a small group of children during a classroom activity. One child becomes upset and refuses to join in.

To meet the criteria the learner must include answers such as:

Non verbal communication

Happy, inviting facial expressions like smiling to the child, this can make them feel calm and stop them from feeling upset. When doing the activity you can use simple hand signs and play with the toys and demonstrate to the child, this can influence the child to join in and want to play. You can sit near the child and try to interact with them but still give them their personal space as you don't want to upset them more, but being near them can help the child feel safe and want to join in again.

Verbal communication

You can ask the child if they would like to join in with the activity when you notice they become upset, you can ask them why they are upset and try to distract them with toys to make them feel better and encourage to join in. Use simple clear communication so the child doesn't become confused and more upset. Ask the child if they would like to go in a quiet area for 5 minutes to calm down and then join the activity, this can help the child get some alone time to calm themselves and then can join in, feeling happier and ready to take on the activity.

When you speak in a calm, positive manner to children when they are upset it can help them feel safe around you and feel comfort. When the child feels safe they are more likely to join in the activity. You can even try to make silly jokes to them, this can lighten up their mood and make them laugh, once they feel happy again they will want to join in. Body language can be smiling to the child, have welcoming open arms to them, when children see others smiling and showing happiness it can influence them to feel happy and a sense of safety to re-join.

Unit 2 Part B Question 10

Note: Scenario Question: You are supporting a small group of children during a classroom activity. One child becomes upset and refuses to join in.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Verbal communication

You can ask the child what part of the activity they enjoy the most, this can encourage them to join. Also ask if they would like to sit next to their friend as they can feel more comfortable to join.

When the child feels safe they are more likely to open up about their feelings to you, and when they have spoke about them it can make them feel better in themselves for letting it out and someone being there for them.

Remember

Describe what would be considered appropriate dress for the situation as given in the scenario. Explain why your choice of clothing and appearance is important for comfort, safety, and professionalism in this role

Note: Scenario Question:

You are working as a teaching assistant in a special needs classroom that includes children with sensory sensitivities and physical needs. Your day involves supporting learning activities, assisting with movement, and sometimes helping with personal care.

The answer will only meet the criteria if:

The learner has described appropriate dress and explained why appropriate clothing is important in this role e.g. used paragraphs to describe and explain the answers

PassExamples

To meet the criteria the learner must include answers such as:

Loose trousers and a b ouse this looks smart and professional, can be easy to move around like bending up and down in warmer months you could wear a long floaty dress, this clothing is not tight so it would not effect movement, long length can look professional and not inappropriate as it covers you. Jumpers in colder months with leggings as they are easy to move around in and jumpers are comfortable to wear with jumpers you can easi y role your sleeves up if you need to while doing a task like water play to keep your clothing dry. Flat shoes are appropriate to wear as they can be comfortable, also being on your feet for many hours of the day flat shoes can avoid falls/trips. They also protect your feet as they are not exposed out

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Cardigans can look professional to wear and are not tight to wear so you wont be restricted with movement Avoid tight clothing as you will be doing a lot of movement in the day from activities like bending reaching sitting down and walking. Its important to dress appropriate as you are working with children and can be a role model for children to present themselves correctly and look smart, it shows professionalism in a schoo when staff dress appropriate. Long sleeve tops or other clothing can be used for protection and safety, as it is mentioned about specia needs in some scenarios where children can lash out and may scratch or bite

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Unit 2 Part B Question 11

Describe what would be considered appropriate dress for this situation. Explain why your choice of clothing and appearance is important for comfort, safety, and professionalism in this role

Example ‘Pass’ Answers

Note: Scenario Question:

To meet the criteria the learner must include answers such as:

Appropriate Dress

Loose trousers and a blouse this looks smart and professional, can be easy to move around like bending up and down, in warmer months you could wear a long floaty dress, this clothing is not tight so it would not effect movement, long length can look professional and not inappropriate as it covers you. Jumpers in colder months with leggings as they are easy to move around in and jumpers are comfortable to wear, with jumpers you can easily role your sleeves up if you need to while doing a task like water play to keep your clothing dry. Flat shoes are appropriate to wear as they can be comfortable, also being on your feet for many hours of the day, flat shoes can avoid falls/trips. They also protect your feet as they are not exposed out.

Unit 2 Part B Question 11

Describe what would be considered appropriate dress for this situation. Explain why your choice of clothing and appearance is important for comfort, safety, and professionalism in this role

Note: Scenario Question:

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Appropriate Dress

Cardigans can look professional to wear and are not tight to wear so you won't be restricted with movement. Avoid tight clothing as you will be doing a lot of movement in the day from activities like bending, reaching, sitting down and walking. Its important to dress appropriate as you are working with children and can be a role model for children to present themselves correctly and look smart, it shows professionalism in a school when staff dress appropriate. Long sleeve tops or other clothing can be used for protection and safety, as it is mentioned about special needs in some scenarios where children can lash out and may scratch or bite.

Long sleeve can be a protection layer for the teaching assistant as it covers the skin. For a job interview you can wear smart trousers and a blouse or shirt, when you dress appropriately and smart it gives of a good first impression of yourself, it shows you take pride in your appearance and showing professionalism which you need in a teaching role as you are being around children also adults.

Remember

Describe how own behaviour impacts on others (think about your colleagues in a school for example)

The answer will only meet the criteria if:

The learner has described behavioural impacts e.g. used paragraphs to describe the answers

PassExamples

To meet the criteria the learner must include answers such as:

Having positive behaviour at work can influence colleagues around you to think positive and not feel negative about situations minimising conflicts. When you have a strong work ethic it can make colleagues want to work the same as you creating a hard working, supportive environment You can help colleagues feel happier and boost confidences when having professional behaviour When around children being positive with your behaviour can support children in their work, they can feel confident in completing tasks and a so feel like they can come to you for help.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Children ook up to adults as role models so its important that you show professional behaviour and kindness, children can copy these traits and learn how to treat everyone with respect When showing excellent behaviour your jobs reputation and feedback will be positive creating a welcoming environment for people to join and know about

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Describe how own behaviour impacts on others (think about your colleagues in a school for example)

To meet the criteria the learner must include answers such as:

Own behaviour impacts on others

Having positive behaviour at work can influence colleagues around you to think positive and not feel negative about situations minimising conflicts. When you have a strong work ethic it can make colleagues want to work the same as you creating a hard working, supportive environment. You can help colleagues feel happier and boost confidences when having professional behaviour. When around children being positive with your behaviour can support children in their work, they can feel confident in completing tasks and also feel like they can come to you for help.

Having negative behaviour at work can affect your relationships towards colleagues and can have your job being put at risk. Bad behaviour can cause conflicts at work and jobs not getting done correctly, causing a unhealthy and unstable work environment. Negative behaviour around children can lead them not to get full access to education, they can struggle to learn if they do not get the right support. They can think its acceptable to act in a wrong way because if a adult is showing them behaviours, (sentence continued in ‘good examples’ section)

Unit 2 Part B Question 12

Describe how own behaviour impacts on others (think about your colleagues in a school for example)

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Own behaviour impacts on others

Children look up to adults as role models so its important that you show professional behaviour and kindness, children can copy these traits and learn how to treat everyone with respect. When showing excellent behaviour your jobs reputation and feedback will be positive creating a welcoming environment for people to join and know about.

(sentence continued from ‘pass examples’ section) it can cause children not to be kind and cause them to struggle forming friendships and communicating with peers. Parents and carers can form complaints if they recognise unacceptable behaviour from an adult, this can then create bad reputations of the work place and cause children and also work colleagues to leave.

Remember

Identify techniques to manage different types of behaviours in self and to respond to different types of behaviour in others.

The answer will only meet the criteria if:

The learner has identified behavioural management techniques e.g. used bullet points to identify the answers

PassExamples

To meet the criteria the learner must include answers such as:

Techniques to manage different types of behaviour in self

Set goals to yourself- setting certain goals can make you motivated

Self-talk- Talk positive to yourself, boosting your confidence.

Social support- Ask family/friends or professional support to talk to.

Techniques to manage different types of behaviour in others

Listening and identifying the behaviour from the person.

Understanding what is triggering the persons behaviour and why they are acting in a certain way.

Active listening

Stay calm and reassure the person

Acknowledge their feelings

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Techniques to manage different types of behaviour in self

Self monitoring- Tracking your behaviours, this can be patterns of behaviour.

Self soothing- Have ways and techniques to calm emotions

Techniques to manage different types of behaviour in others

Reinforcing positive behaviour- this can help encourage people to change their behaviour.

Sensory strategies- helps calm peop e down and can help self-sooth to regulate themselves.

Create a safe space for a quiet atmosphere to feel ca m.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Techniques to manage different types of behaviour in others

Provide an open, supportive network if needed for people to talk about feelings

LEAPS model - a technique using listening, empathising, asking questions, paraphrasing and summerising

Offer different activities/suggestions when something can trigger their behaviour.

Identify techniques to manage different types of behaviour in self and others

To meet the criteria the learner must include answers such as:

Techniques to manage different types of behaviour in self

Set goals to yourself- setting certain goals can make you motivated.

Self-talk- Talk positive to yourself, boosting your confidence.

Social support- Ask family/friends or professional support to talk to.

Techniques to manage different types of behaviour in others

Listening and identifying the behaviour from the person.

Understanding what is triggering the persons behaviour and why they are acting in a certain way.

Active listening

Identify techniques to manage different types of behaviour in self and others

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Techniques to manage different types of behaviour in self

·Self monitoring - Tracking your behaviours, this can be patterns of behaviour

·Self soothing - Have ways and techniques to calm emotions.

·Stress management - Develop mechanisms to manage stress levels.

Techniques to manage different types of behaviour in others

Stay calm and reassure the person.

Acknowledge their feelings.

Have clear boundaries and expectations for behaviours.

Reinforcing positive behaviour- this can help encourage people to change their behaviour.

Sensory strategies- helps calm people down and can help self-sooth to regulate themselves.

Create a safe space for a quiet atmosphere to feel calm.

Remember

Identify techniques to manage different types of behaviour in self and others

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Techniques to manage different types of behaviour in others

Provide an open, supportive network if needed for people to talk about feelings.

LEAPS model - a technique using listening, empathising, asking questions, paraphrasing and summarising.

Offer different activities/suggestions when something can trigger their behaviour.

Remember

List factors that can contribute to your own personal success

The answer will only meet the criteria if:

The learner has listed factors that contribute to personal success e.g. used bullet points to list the answers

PassExamples

To meet the criteria the learner must include answers such as: (mustmeet)

Setting goals for yourself- setting goals can motivate you to pursue them and get them completed

Having a strong positive attitude and communication skills.

Self belief- having confidence to do take risks and new opportunities for yourself.

Strong problem solving skil s- can overcome any problems you face and creating solutions for them

Time management- managing time and getting things done effectively within deadlines to prevent things building up.

Work-life balance- having a healthy divide between work and personal life can help with your well-being.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Coping with stress management- knowing how to deal with stress and not let it take over you, learning methods and ways to help you.

Passion in an interest- makes it more enjoyable and more motivation to succeed

Optimism- having a positive outlook on situations that occurs getting over challenges that you can face.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Education and opportunities- having skills and knowledge can provide success.

Strong work ethic- having dedication in your work and effort can achieve success.

Taking risks can provide growth and new opportunities.

List factors that can contribute to your own personal success

To meet the criteria the learner must include answers such as:

Factors that can contribute to personal success

Setting goals for yourself- setting goals can motivate you to pursue them and get them completed.

Having a strong positive attitude and communication skills.

Self-belief, having confidence to take risks and new opportunities for yourself.

Remember

Question 14

List factors that can contribute to your own personal success

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Factors that can contribute to personal success

Strong problem solving skills- can overcome any problems you face and creating solutions for them.

Time management- managing time and getting things done effectively within deadlines to prevent things building up.

Work-life balance- having a healthy divide between work and personal life can help with your well-being.

Coping with stress management- knowing how to deal with stress and not let it take over you, learning methods and ways to help you.

Passion in an interest- makes it more enjoyable and more motivation to succeed.

Question 14

List factors that can contribute to your own personal success

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Factors that can contribute to personal success

Self-discipline- pushing yourself to stay focused when sometimes you don't feel like it.

Optimism- having a positive outlook on situations that occurs, getting over challenges that you can face.

Education and opportunities- having skills and knowledge can provide success.

Strong work ethic- having dedication in your work and effort can achieve success.

Taking risks can provide growth and new opportunities.

Remember

Question 15 - Group Task

You will be invited to undertake a group task with your tutor.

Understand the importance of learning with colleagues or other learners

a) Explain why learning with your colleagues and/or other learners is important for your own development

Plan the learning they will undertake with colleagues or other learners

b) Describe a learning goal which you will be able to undertake with colleagues or other learners

c) Explain how you will work towards achieving the learning goal

Be able to interact appropriately with colleagues or other learners in a learning situation

d) Respond appropriately to advice from others

e) Express beliefs and opinions to others appropriately

f) Give helpful feedback to others

Review the learning they have undertaken with colleagues or other learners

g) Give examples of how you have learned with colleagues or other learners

h) Reflect on your experience of learning with a group of other colleagues or other learners

The answer will only meet the criteria if:

The learner has explained, described, responded, expressed, given and reflected on a-h e.g. used paragraphs to explain, describe, respond, express, give and reflect on the answers

PassExamples

To meet the criteria the learner must include answers such as:

Learning with colleagues or other learners is important for personal development as you can learn different things from individua s who have different skills and experience to you. By observing others, you can pick up new skills and learn better ways of doing things. It a so helps to improve communication skills and team working skills which are both rea ly important in the workplace

Working with colleagues or other learners can also boost confidence as you share your ideas and receive positive feedback on them. It’s also great to build a network up and have colleagues and other learners that you can turn to for advice or support in the future

D) I believe that I responded appropriately to advice from others. For example, in the group task, Emily suggested a slight change to how the game might work as she felt that my idea might get too complex I agreed that it was a great idea and we implemented it.

E) I believe that I achieved this on the group session. I gave my opinion when Danielle suggested only having 10 squares on the board. I respectfully advised that this might mean that the game is over with too quickly and suggested that a higher number might be more appropriate Danielle agreed

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

I also learnt that work is completed quicker when you have a team of people with different strengths. In the team task, we were able to bounce the ideas off each other and get our idea locked down quicker than we may have been able to do it separately

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Unit 2 Part B Question 15

You will be invited to undertake a group task with your tutor.

Understand the importance of learning with colleagues or other learners

a) Explain why learning with your colleagues and/or other learners is important for your own development

Plan the learning they will undertake with colleagues or other learners

b) Describe a learning goal which you will be able to undertake with colleagues or other learners

c) Explain how you will work towards achieving the learning goal

To meet the criteria the learner must include answers such as:

Why Learning with Colleagues or Other Learners is Important for Development

Learning with colleagues or other learners is important for personal development as you can learn different things from individuals who have different skills and experience to you. By observing others, you can pick up new skills and learn better ways of doing things. It also helps to improve communication skills and team working skills which are both really important in the workplace

Learning Goal & Action Plan

My Learning Goal is to learn how to join in group discussions, but without taking over the conversation, by being mindful, and allowing others to share their thoughts and their views.

How I’ll do this:

Decide on my intentions before the meeting – E.g. I’ll aim to speak only after someone else has spoken, or I’ll limit the number of ideas that I put forward.

Use active listening techniques - Show that I’m paying attention by nodding and or by asking questions to clarify instead of jumping in with my own ideas straight away.

Practice self awareness - Notice when my excitement starts to build and use techniques to calm this down. For example, I could take a breath or write down my ideas to share later.

Be able to interact appropriately with colleagues or other learners in a learning situation

d) Respond appropriately to advice from others

e) Express beliefs and opinions to others appropriately

f) Give helpful feedback to others

Review the learning they have undertaken with colleagues or other learners

g) Give examples of how you have learned with colleagues or other learners

h) Reflect on your experience of learning with a group of other colleagues or other learners

Interacting Appropriately with Colleagues or Other Learners in a Learning Situation

D) I believe that I responded appropriately to advice from others. For example in the group task, Emily suggested a slight change to how the game might work as she felt that my idea might get too complex. I agreed that it was a great idea and we implemented it.

F) I provided positive feedback to Emily that I really liked her idea that if a child lands on a star they have to do a challenge. I advised her that we could expand this by having 2 choices of challenge, which would then allow us to be more inclusive, for example a wheel chair user might not be able to do star jumps, but they could tell a job which is the other option.

G) I learnt that it’s good to work with colleagues as ideas can grow and evolve into better ones. In my activity, Emily suggested having challenges instead of prizes if children landed on certain squared. This was great as we took one idea and made it better. I was also unsure on some of the rules, but the 2 other learners were able to clarify this position for me, which was great or I could have gone down the wrong track.

H) Working with the other learners was a great experience as they each brought something different to the table. I believe that I played a bit more of a lead role, but I learnt to stay back a bit and make sure that they group were comfortable with ideas before we went to the next level of discussion. I enjoyed that my initial idea evolved as a result of collaboration between the team members and we ended up with a better game as a result.

Unit 2 Part B Question 15

You will be invited to undertake a group task with your tutor.

Understand the importance of learning with colleagues or other learners

a) Explain why learning with your colleagues and/or other learners is important for your own development

Plan the learning they will undertake with colleagues or other learners

b) Describe a learning goal which you will be able to undertake with colleagues or other learners

c) Explain how you will work towards achieving the learning goal

Be able to interact appropriately with colleagues or other learners in a learning situation

d) Respond appropriately to advice from others

e) Express beliefs and opinions to others appropriately

f) Give helpful feedback to others

Review the learning they have undertaken with colleagues or other learners

g) Give examples of how you have learned with colleagues or other learners

h) Reflect on your experience of learning with a group of other colleagues or other learners

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Learning Goal & Action Plan

How I’ll do this:

Invite others in - If I’ve spoken a lot, I can try saying things like, “does anyone have any other thoughts ” or “does anyone have a different view?”

Reflect after group sessions – I can ask myself whether I helped allow others to speak after each session. Did I listen as much as I spoke, or what could I do differently next time?

Seek feedback - Ask a colleague to observe me in a meeting and share honest feedback on my balance between speaking and listening

Review the Learning

Undertaken with Colleagues or Other Learners

G) I also learnt that work is completed quicker when you have a team of people with different strengths. In the team task, we were able to bounce the ideas off each other and get our idea locked down quicker than we may have been able to do it separately.

Describe how and when to access information, advice and support about diversity, equality, inclusion and discrimination and identify sources of information, advice and support about diversity, equality, inclusion and discrimination.

The answer will only meet the criteria if:

The learner has described how and when to access information on diversity, equality, inclusion and discrimination and identified sources of information e.g. used bullet points to describe and identify the answers

PassExamples

To meet the criteria the learner must include answers such as:

Speaking to your manager or HR partner – you can ask any questions or raise any concerns that you have to your manager or if you have a HR department or contact, then this is also a good route to take

Government website – the government website www gov uk has lots of advice and information including links to legislation and also links to report issues such as racism. You could use this option if you want to learn more about DEI&I.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Charity websites – there are some great charities out there for support on al topics DEI&I such as Stop Hate UK (www stophateuk org) which covers racism and how to dea with it and report it

Care Quality Commission (CQC) – the CQC are the independent regu ators for health and social care in England You can report any concerns that you have relating to DEI&I in a health and social care setting in England They will follow this up and take appropriate action with the organisation.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

To meet the criteria the learner must include answers such as:

Information, advice and support about diversity, equality, inclusion and discrimination

You can access information about diversity, equality, inclusion and discrimination (DEI&D) in quite a few ways. See below examples:

Government website – the government website www.gov.uk has lots of advice and information including links to legislation and also links to report issues such as racism. You could use this option if you want to learn more about DEI&I.

Workplace policies – you can also review workplace policies to understand how practices and what action needs to be taken if something isn’t right.

Question 1 Unit 3 Part B

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Information, advice and support about diversity, equality, inclusion and discrimination

You can access information about diversity, equality, inclusion and discrimination (DEI&D) in quite a few ways. See below examples:

Charity websites – there are some great charities out there for support on all topics DEI&I, such as Stop Hate UK (www.stophateuk.org) which covers racism and how to deal with it and report it.

Care Quality Commission (CQC) – the CQC are the independent regulators for health and social care in England. You can report any concerns that you have relating to DEI&I in a health and social care setting in England. They will follow this up and take appropriate action with the organisation.

Remember

Give 3 examples of ways in which children can experience prejudice and discrimination and outline the impact of prejudice and discrimination on children and young people.

The answer will only meet the criteria if:

The learner has given examples of ways children can experience prejudice/discrimination and outlined the impact caused by this e.g. used paragraphs to give and outline the answers

PassExamples

To meet the criteria the learner must include answers such as:

Children or young people may experience racial discrimination from their peers by being called names directed at demeaning the colour of their skin For example a young black male may be called racial slurs by other young peop e in an attempt to embarrass him or diminish his self-esteem.

Children or young people may face prejudice in the form of stereotyping, for example, a maths team made up so ely of male students on the basis that boys are believed to be better at maths than girls are.

Prejudice and discrimination can have detrimental effects on children and young people. Menta health can be harmed, in that, negative feelings about oneself may be invoked, such as embarrassment, anger or shame, along with these may also come low self-esteem depression and/or anxiety.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Behavioural changes such as angry or physical outbursts may arise dues to frustrations. Or children and young peop e may begin to withdraw into themselves, to become invisible and avoid attention. This may even lead to a refusal to attend school which could then result in gaps in learning and missed social events

The impact of prejudice and discrimination educationally may be underachievement, due to lack of engagement or reduced motivation Which long term could lead to less opportunities for further education and employment as well as ongoing upset based on self-worth and identity.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Give 3 examples of ways in which children can experience prejudice and discrimination and outline the impact of prejudice and discrimination on children and young people.

To meet the criteria the learner must include answers such as:

Prejudice and Discrimination

Children or young people may experience racial discrimination from their peers by being called names directed at demeaning the colour of their skin. For example, a young black male may be called racial slurs by other young people in an attempt to embarrass him or diminish his self-esteem.

Another way in which children or young people may experience discrimination is , for instance, a child with a physical disability being excluded from activities because teaching staff have made no adaptations or adjustments for the child to be able to participate, (sentence continued in ‘good examples’ section)

Children or young people may face prejudice in the form of stereotyping, for example, a maths team made up solely of male students, on the basis that boys are believed to be better at maths than girls are.

Prejudice and discrimination can have detrimental effects on children and young people. Mental health can be harmed, in that, negative feelings about oneself may be invoked, such as embarrassment, anger or shame, along with these may also come low self-esteem, depression and/or anxiety.

If there has been a rejection from peers, children and young people may find it difficult to develop trusting relationships.

Question 2 Unit 3 Part B

Give 3 examples of ways in which children can experience prejudice and discrimination and outline the impact of prejudice and discrimination on children and young people.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Prejudice and Discrimination

(sentence continued from ‘pass examples’ section) for example, when booking a class trip, the teacher has failed to recognise that the place being visited has no wheelchair access for a student who wheelchair bound.

Behavioural changes such as angry or physical outbursts may arise dues to frustrations. Or children and young people may begin to withdraw into themselves, to become invisible and avoid attention. This may even lead to a refusal to attend school which could then result in gaps in learning and missed social events.

The impact of prejudice and discrimination educationally may be underachievement, due to lack of engagement or reduced motivation. Which long term could lead to less opportunities for further education and employment as well as ongoing upset based on self-worth and identity.

Remember

Question 3

Describe how to promote anti-discriminatory practice in work with children and young people.

Note: Antidiscriminatory practice: Taking positive action to counter discrimination

The answer will only meet the criteria if:

The learner has described how to promote anti-discriminatory practices e.g. used paragraphs to describe the answers

PassExamples

To meet the criteria the learner must include answers such as:

Anti-discriminatory practices can be promoted to children and young people by modelling inclusive behaviours: children and young people learn how to treat others by watching adults. Adults should ensure they are using inclusive language and avoiding stereotyping while delivering lessons and in their resources, such as a photo of girls playing football in a worksheet men doing the ironing etc Adults should treat children, young people and other adults respectful y regardless of their protected characteristics.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Environments should also be accessible for everyone, for examp e ramps for wheel chair access In addition to this there shou d be safe spaces for those with sensory, emotional and behavioural needs to retreat to.

Inclusion should be part of every day learning and teaching should be adapted to meet varying needs for example simplified texts and visual aids

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 3 Unit 3

Describe how to promote anti-discriminatory practice in work with children and young people.

Note: Antidiscriminatory practice: Taking positive action to counter discrimination

To meet the criteria the learner must include answers such as:

Anti-discriminatory practice

Anti-discriminatory practices can be promoted to children and young people by modelling inclusive behaviours: children and young people learn how to treat others by watching adults. Adults should ensure they are using inclusive language and avoiding stereotyping while delivering lessons and in their resources, such as a photo of girls playing football in a worksheet, men doing the ironing etc. Adults should treat children, young people and other adults respectfully regardless of their protected characteristics.

Another way to promote anti-discriminatory practices is to create an inclusive environment where everyone can feel represented, for example, by celebrating holidays from different religions and cultures and by promoting disability awareness days/events. Inclusive environments can also be achieved by displaying posters and having available books and toys that represent different cultures, abilities and families.

Question 3 Unit 3 Part B

Describe how to promote anti-discriminatory practice in work with children and young people.

Note: Antidiscriminatory practice: Taking positive action to counter discrimination

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Prejudice and Discrimination

When children and young people feel represented, it helps them to feel valued.

Environments should also be accessible for everyone, for example, ramps for wheel chair access. In addition to this there should be safe spaces for those with sensory, emotional and behavioural needs to retreat to.

Inclusion should be part of every day learning and teaching should be adapted to meet varying needs, for example, simplified texts and visual aids.

Discriminatory behaviours should be challenged and corrected; all incidents of discrimination should be addressed and the perpetrating individual/group should be educated on their harmful behaviours. Children and young people learn more effectively when they error of their ways can be broken down and explained to them, not just with punishment.

Remember

Describe what is meant by inclusion and inclusive practices and explain how inclusion works in a learning environment.

Note: The learners need to describe what is meant by inclusion separately from what is meant by inclusive practices.

The answer will only meet the criteria if:

The learner has described inclusion and inclusive practices and explained how this works in a learning environment e.g. used paragraphs to describe and explain the answers

PassExamples

To meet the criteria the learner must include answers such as: (mustmeet)

Inclusion in a learning environment means ensuring that all students, despite their individua differences and needs are supported and given equal opportunity to fully participate in all aspects of learning and school life.

Inclusive practices are the techniques used to create a learning environment that caters to meeting the needs of all students

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Often, to meet the needs of a child or young person it requires collaborating with other professionals such as, the SENDCo, speech therapists or educational psychologists as well as working with and including parents in planned approaches. Inclusive practices also incorporate creating a culture of respect and empathy within the school along with proactively tackling discrimination.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 4

Describe what is meant by inclusion and inclusive practices and explain how inclusion works in a learning environment.

Note: The learners need to describe what is meant by inclusion separately from what is meant by inclusive practices.

To meet the criteria the learner must include answers such as:

Inclusion and inclusive practices

Inclusion in a learning environment means ensuring that all students, despite their individual differences and needs, are supported and given equal opportunity to fully participate in all aspects of learning and school life.

Inclusive practices are the techniques used to create a learning environment that caters to meeting the needs of all students.

Inclusive practices often include adapted teaching methods and revised educational materials in order to meet the differing learning styles and needs of students. Inclusive practices could also include providing additional tools and/or support, such as visual aids, extra time for work/exam completion and/or a Teaching Assistant/Learning Support Assistant.

Question 4 Unit 3 Part B

Describe what is meant by inclusion and inclusive practices and explain how inclusion works in a learning environment.

Note: The learners need to describe what is meant by inclusion separately from what is meant by inclusive practices.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Inclusion and inclusive practices

The objective of these methods is to eliminate the obstacles to learning and participation.

Often, to meet the needs of a child or young person it requires collaborating with other professionals, such as, the SENDCo, speech therapists or educational psychologists as well as working with and including parents in planned approaches. Inclusive practices also incorporate creating a culture of respect and empathy within the school along with proactively tackling discrimination.

Remember

Describe how a support worker can ensure the inclusion of children and young people with special educational needs and/or disabilities in a learning environment.

The answer will only meet the criteria if:

The learner has described how support workers can ensure inclusion for children with SEND/disabilities e.g. used paragraphs to describe the answers

PassExamples

To meet the criteria the learner must include answers such as:

Support workers offer children and young people vital assistance within their access to earning and in their participation of activities by way of tailored support Support workers do this by adapting instructions, such as rewording and rephrasing or breaking down tasks into manageable steps, in order to ensure the child or young person can gain the same education as their peers

Support workers encourage growth without creating dependence by balancing support and challenge in order to promote development. For example a struggling child could be encouraged with phrases such as “You can do hard things”.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Support workers bui d rapport with children and young people and celebrate their successes big or sma l. Support workers often become a voice for the child or young person they are working with and may bridge the gap between student and teacher or student and peer(s) when necessary. Support workers as they become more familiar with the child or young person they are working with will be attentive to non-verbal indications or behaviour changes that could indicate the student is struggling or withdrawing, proactively responding and being flexible to support their needs. Support workers nurture social inclusion for the child or young person by supporting peer interaction and friendship bui d as well as encouraging participation in group activities Support work also promotes inclusion from the child or young person by modelling inclusive and respectful behaviours and encouraging them to do the same

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 5

Describe how a support worker can ensure the inclusion of children and young people with special educational needs and/or disabilities in a learning environment.

To meet the criteria the learner must include answers such as:

Inclusion

of children and young people

Support workers offer children and young people vital assistance within their access to learning and in their participation of activities by way of tailored support. Support workers do this by adapting instructions, such as rewording and rephrasing or breaking down tasks into manageable steps, in order to ensure the child or young person can gain the same education as their peers.

Support workers encourage growth without creating dependence by balancing support and challenge in order to promote development. For example, a struggling child could be encouraged with phrases such as “You can do hard things”.

Question 5 Unit 3 Part B

Describe how a support worker can ensure the inclusion of children and young people with special educational needs and/or disabilities in a learning environment.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Inclusion of children and young people

Support workers work collaboratively with other professionals, such as the SENDCo, educational psychologists and teachers, to share observations and reflections and to action support plans. Support workers build rapport with children and young people and celebrate their successes, big or small. Support workers often become a voice for the child or young person they are working with and may bridge the gap between student and teacher or student and peer(s) when necessary. Support workers, as they become more familiar with the child or young person they are working with, will be attentive to nonverbal indications or behaviour changes, that could indicate the student is struggling or withdrawing, proactively responding and being flexible to support their needs. Support workers nurture social inclusion for the child or young person by supporting peer interaction and friendship build as well as encouraging participation in group activities. Support work also promotes inclusion from the child or young person by modelling inclusive and respectful behaviours and encouraging them to do the same.

Remember

Explain the benefits of working with parents/carers and other professionals to support children and young people with disabilities and special educational needs.

The answer will only meet the criteria if:

The learner has explained the benefits of working with parents/carers to support children with SEND/disabilities e.g. used paragraphs to explain the answers

PassExamples

To meet the criteria the learner must include answers such as:

Parents/carers provide valuable insights into their child/young person, such as triggers preferences, personality traits and history enabling professionals to customise support and tailor plans effectively. For example, a parent may be able to advise that their child or young person is likely to panic when they hear loud noises meaning that the support worker can be prepared when this is anticipated, with ear defenders for the child or young person to wear in order to avoid discomfort.

Individuals from different professions can each contribute their own expertise and specialist perspectives, creating a broader understanding of the child or young person s needs. Challenges can be resolved through shared efforts and combined knowledge; with this combined knowledge support plans are more likely to be effective in meeting the needs of the child or young person. For example, a teacher may notice a chi d has delayed speech development, a speech therapist wou d recognise the specific sounds that the child is struggling with and recommend targeted exercises, the teacher could then turn these into classroom-based activities and suggest ways for the parents to use these at home during play time

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Working with parents/carers and other professionals to support children and young people with disabilities and specia educational needs is crucial for providing effective care and promoting holistic development. It is also stated in the SEND Code of Practice that it is a requirement to work in partnership with families

When parents and professionals work together, the approaches used in school can be supported and continued at home. This helps maintain consistency in managing behaviours and communication methods. This consistency provides the child or young person with a greater sense of security and helps them to have a better understanding of what is expected of them. For example, a child or young person who benefits from the use of visual aids may use a timetable consisting of pictures both at school and at home Another example is implementing the same calm strategies both at school and at home, for instance, if the child or young person responds well to having a calm safe space to retreat to at school offering this suggestion to parents/carers to use at home

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 6 Unit 3

Explain the benefits of working with parents/carers and other professionals to support children and young people with disabilities and special educational needs.

To meet the criteria the learner must include answers such as:

Benefits of working with parents/carers and other professionals

Parents/carers provide valuable insights into their child/young person, such as triggers, preferences, personality traits and history, enabling professionals to customise support and tailor plans effectively. For example, a parent may be able to advise that their child or young person is likely to panic when they hear loud noises meaning that the support worker can be prepared, when this is anticipated, with ear defenders for the child or young person to wear, in order to avoid discomfort.

Individuals from different professions can each contribute their own expertise and specialist perspectives, creating a broader understanding of the child or young person’s needs. Challenges can be resolved through shared efforts and combined knowledge; with this combined knowledge, support plans are more likely to be effective in meeting the needs of the child or young person. For example, a teacher may notice a child has delayed speech development, a speech therapist would recognise the specific sounds that the child is struggling with and recommend targeted exercises, the teacher could then turn these into classroom-based activities and suggest ways for the parents to use these at home during play time.

Question 6 Unit 3 Part B

Explain the benefits of working with parents/carers and other professionals to support children and young people with disabilities and special educational needs.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Benefits of working with parents/carers and other professionals

Working with parents/carers and other professionals to support children and young people with disabilities and special educational needs is crucial for providing effective care and promoting holistic development. It is also stated in the SEND Code of Practice that it is a requirement to work in partnership with families.

When parents and professionals work together, the approaches used in school can be supported and continued at home. This helps maintain consistency in managing behaviours and communication methods. This consistency provides the child or young person with a greater sense of security and helps them to have a better understanding of what is expected of them. For example, a child or young person who benefits from the use of visual aids may use a timetable consisting of pictures both at school and at home. Another example is implementing the same calm strategies both at school and at home, for instance, if the child or young person responds well to having a calm, safe space to retreat to at school, offering this suggestion to parents/carers to use at home.

1. Explain why schools and colleges have policies and procedures.

2. Outline one policy and its associated procedures from either a school or a college.

You may want to present this information in the form of a table

The answer will only meet the criteria if:

The learner has explained why schools/colleges have policies and procedures, identified these and outlined one policy and its procedures e.g. used paragraphs to explain, identify and outline the answers

PassExamples

To meet the criteria the learner must include answers such as:

1. Explain why schools and colleges have policies and procedures: Schools and col eges have policies and procedures to ensure consistency amongst expectations for staff students, teaching and learning these policies and procedures set clear expectations for behaviour performance and responsibilities. In addition to this policies and procedures are there to ensure a safe and supportive environment for everyone to thrive in; policies and procedures promote equa ity fairness and inclusion. Policies and procedures also help to ensure that safeguarding and legal duties are met.

Outline one policy and its associated procedures from either a school or a college: The anti-bullying policy includes a definition of bullying as well as different types of bullying It gives specifics around what behaviours to look for to notice bullying The policy also includes who is responsible for dealing with bullying: teachers, support staff, governors, DSL (Designated Safeguarding Lead)/DDSLs (Deputy DSLs) and encourages staff students and parents to report any bullying concerns Bullying prevention strategies are a so included, such as incorporate anti-bullying lessons (in PSHE), anti-bullying talks in assemblies, frequent check of toilets/discrete spaces (particularly during break times) and always ensuring adult supervision of children.

Parents of both parties will be informed Support should be offered to the bullied child, such as, counselling, mentoring safe spaces or regular staff check-ins Staff shou d continue to monitor both parties to ensure there is no recurrent incidents Depending on the severity and/or persistence of the incident, for example if serious harm or sexual violence was involved, a safeguarding referral to the police or children’s social care may be necessary.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

In addition to this, policies and procedures are there to ensure a safe and supportive environment for everyone to thrive in po icies and procedures promote equality, fairness and inclusion. Policies and procedures also help to ensure that safeguarding and legal duties are met.

Parents of both parties wil be informed

Support should be offered to the bullied child such as counselling, mentoring, safe spaces or regular staff check-ins.

Staff should continue to monitor both parties to ensure there is no recurrent incidents.

Depending on the severity and/or persistence of the incident for example if serious harm or sexual violence was involved, a safeguarding referral to the police or children’s social care may be necessary

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 1 Unit 4 Part B

Explain why schools and colleges have policies and procedures and, identify the policies and procedures schools and colleges have for: staff student welfare teaching and learning

Outline one policy and its associated procedures from either a school or a college.

You may want to present this information in the form of a table

To meet the criteria the learner must include answers such as:

Policies and Procedures

Schools and colleges have policies and procedures to ensure consistency amongst expectations for staff, students, teaching and learning; these policies and procedures set clear expectations for behaviour, performance and responsibilities

Policies for Staff - Code of Conduct Whistleblowing Policy, Health & Safety Policy

Policies for Student Welfare - Attendance Policy, Safeguarding and Child Protection Policy, Anti-Bullying Policy Policies for Teaching and Learning - Curriculum Policy, Assessment Policy, Homework Policy

The anti-bullying policy includes a definition of bullying as well as different types of bullying It gives specifics around what behaviours to look for to notice bullying. The policy also includes who is responsible for dealing with bullying: teachers, support staff, governors, DSL (Designated Safeguarding Lead)/DDSLs (Deputy DSLs) and encourages staff, students and parents to report any bullying concerns. Bullying prevention strategies are also included, such as incorporate anti-bullying lessons (in PSHE), anti-bullying talks in assemblies, frequent check of toilets/discrete spaces (particularly during break times) and always ensuring adult supervision of children. How and when the policy and procedure will be reviewed and updated, are also included.

The anti-bullying policy includes the procedures to follow when incidents of bullying arise: Student on student bullying:

The incident has been reported: this could be by a student, parent or a member of staff. Staff member to speak to the students involved and gather evidence. Evidence gathering could also include reviewing relevant materials such as CCTV, screenshots of message/social media posts. Incident to be recorded in the behaviour log (and/or the safeguarding log depending on the seriousness of the incident). A DSL/DDSL may need to be informed, depending on the severity of the incident.

If bullying is confirmed to have occurred, appropriate action is taken against the bully based on the seriousness of the incident This could include, a verbal or written warning behavioural intervention, detention, suspension exclusion or restorative justice meetings.

Question

Explain why schools and colleges have policies and procedures and, identify the policies and procedures schools and colleges have for: staff student welfare teaching and learning

Outline one policy and its associated procedures from either a school or a college.

You may want to present this information in the form of a table

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Policies and Procedures

In addition to this, policies and procedures are there to ensure a safe and supportive environment for everyone to thrive in; policies and procedures promote equality, fairness and inclusion. Policies and procedures also help to ensure that safeguarding and legal duties are met.

Parents of both parties will be informed.

Support should be offered to the bullied child, such as, counselling, mentoring, safe spaces or regular staff check-ins.

Staff should continue to monitor both parties to ensure there is no recurrent incidents.

Depending on the severity and/or persistence of the incident, for example if serious harm or sexual violence was involved, a safeguarding referral to the police or children’s social care may be necessary.

Remember

Identify different types of child abuse and describe the actions to take if a child or young person discloses harm or abuse.

The answer will only meet the criteria if:

The learner has identified types of child abuse and described the actions to take if this takes place e.g. used paragraphs to identify and describe the answers

PassExamples

To meet the criteria the learner must include answers such as: (mustmeet)

Child abuse can be categorised into four main types physical abuse, sexual abuse emotional abuse and neglect.

You should listen careful y, allowing the child or young person to speak freely using their own words, you should never ask leading questions and should avoid sharing your own judgment of the abuser

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

You should reassure the child or young person that they have done the right thing by sharing this information with you, you shou d never promise confidentiality or that things will get better, but you can assure them that you are taking this seriously and will support them and listen to them.

The report should include as much information as possible, as given in the child or young person’s own words and should inc ude the date and time.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Identify different types of child abuse and describe the actions to take if a child or young person discloses harm or abuse.

To meet the criteria the learner must include answers such as:

Types of Child Abuse

Child abuse can be categorised into four main types: physical abuse, sexual abuse, emotional abuse and neglect.

If a child or young person discloses harm or abuse, you should remain calm, keeping body language and facial expressions neutral (continued in ‘good examples’ section). You should listen carefully, allowing the child or young person to speak freely using their own words, you should never ask leading questions and should avoid sharing your own judgment of the abuser.

Once the child or young person has disclosed all that they are offering about their harm or abuse you should report this immediately in line with the school’s safeguarding policy, (continued in ‘good examples’ section).

The report should be shared with the Designated Safeguarding Lead (continued in ‘good examples’ section).

Question 1 Unit 5 Part B

Identify different types of child abuse and describe the actions to take if a child or young person discloses harm or abuse.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Types of Child Abuse

(continued from ‘pass examples’ section) (specifically avoiding reacts of shock and disgust).

You should reassure the child or young person that they have done the right thing by sharing this information with you, you should never promise confidentiality or that things will get better, but you can assure them that you are taking this seriously and will support them and listen to them.

(continued from ‘pass examples’ section), which is usually as soon as possibly and no later than the end of the day. If the report cannot be immediate, it may be necessary to make notes of the information given. The report should include as much information as possible, as given in the child or young person’s own words and should include the date and time.

(continued from ‘pass examples’ section) (or a Deputy Designated Safeguarding Lead in their absence) but should be limited to only the DSL or DDSL to respect the child or young person’s privacy and maintain confidentiality.

Remember

Describe the actions to take in response to concerns that a colleague may be:

a) Failing to comply with safeguarding procedures

b) Harming, abusing or bullying a child or young person.

The answer will only meet the criteria if:

The learner has described how to respond to a-b e.g. used paragraphs to describe the answers

PassExamples

To meet the criteria the learner must include answers such as:

If you do not believe that your disclosure was hand ed appropriately, or you do not feel comfortable reporting the issue internally, you should follow your school s whist eblowing po icy which wil direct you to the appropriate person/people to take this information to. Alternatively, you can raise the issue externally by contacting either your schoo 's Local Authority Designated Officer or Ofsted

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

The information should only be shared with those who have a professional need to know in order to maintain confidentiality.

You should not confront your colleague or make any attempt to investigate further by questioning the child or young person.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Describe the actions to take in response to concerns that a colleague may be:

a) Failing to comply with safeguarding procedures

b) Harming, abusing or bullying a child or young person.

To meet the criteria the learner must include answers such as:

Actions to take in Response

If you have concerns that a colleague may be failing to comply with safeguarding procedures it is important for the concern to be raised and recorded promptly.

You should write down specific details of your observation(s) (continued in ‘good examples’ section) and present this information to the headteacher, DSL or a DDSL in their absence.

If you do not believe that your disclosure was handled appropriately, or you do not feel comfortable reporting the issue internally, (continued in ‘good examples’ section) you should follow your school’s whistleblowing policy which will direct you to the appropriate person/people to take this information to. Alternatively, you can raise the issue externally by contacting either your school's Local Authority Designated Officer or Ofsted.

If you have concerns that your colleague may be harming, abusing or bullying a child or young person then you should go immediately to the DSL/DDSL or the Headteacher.

You should document what you were witness to, (continued in ‘good examples’ section). This should then be submitted to the DSL (or a DDSL in their absence) or the Headteacher.

Question 2 Unit 5 Part B

Describe the actions to take in response to concerns that a colleague may be:

a) Failing to comply with safeguarding procedures

b) Harming, abusing or bullying a child or young person.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Actions to take in Response

(continued from ‘pass examples’ section) including the dates, times and what you have seen and heard – only recording the facts – (continued in ‘pass examples’ section)

(continued from ‘pass examples’ section) perhaps due to friendships between colleagues (continued in ‘pass examples’ section)

The information should only be shared with those who have a professional need to know in order to maintain confidentiality.

You should not confront your colleague or make any attempt to investigate further by questioning the child or young person. (continued from ‘pass examples’ section) including the dates, times, what you have seen and heard, and any actions you may have taken, for example, you may have lead the child away from the verbal assault to avoid any further upset.

Remember

Define e-safety and outline how e-safety can be implemented in a school or college.

The answer will only meet the criteria if:

The learner has defined e-safety and outlined how it can be implemented in school/college e.g. used paragraphs to define and outline the answers

PassExamples

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Exemplary Examples

To meet the criteria the learner must include answers such as: (mustmeet) (shouldmeet) (ideallymeet)

E-safety refers to the safe practice of using the internet and digital technology, such as phones, online gaming and socia media.

E-safety can be implemented in a school or college by including it in the curriculum lessons around being safe in a digital world can be taught, including how to be responsible online and recognising online dangers

Using monitoring and filtering systems in schools and colleges can help to block access to inappropriate websites and can also detect any concerning activities

Offering staff training around e-safety risks and procedures, ensures that they can deliver useful information to children and young people can respond well to incidents, including appropriate actioning and reporting, and can also keep themselves safe online

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Educating parents by offering workshops and sharing information on communication platforms around e-safety offers them the opportunity to create a more protective home environment regarding their chi ds online access

Question

Define e-safety and outline how e-safety can be implemented in a school or college.

To meet the criteria the learner must include answers such as:

E-Safety

E-safety refers to the safe practice of using the internet and digital technology, such as phones, online gaming and social media. E-safety can be implemented in a school or college by including it in the curriculum; lessons around being safe in a digital world can be taught, including how to be responsible online and recognising online dangers.

As well as delivering lessons around e-safety, visual reminders such as posters offering guidance could be displayed around the school or college. Using monitoring and filtering systems in schools and colleges can help to block access to inappropriate websites and can also detect any concerning activities.

Remember

Question 3 Unit 5 Part B

Define e-safety and outline how e-safety can be implemented in a school or college.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

E-Safety

E-safety sets to educate and protect people from various risks, including online grooming, identity theft, radicalisation/extremism, cyberbullying and exposure to inappropriate content. Furthermore, it is important to acknowledge the digital footprint that is left behind.

Offering staff training around e-safety risks and procedures, ensures that they can deliver useful information to children and young people, can respond well to incidents, including appropriate actioning and reporting, and can also keep themselves safe online.

Make it known to children and young people that if they have any concerns about what they have encountered online that they can and should report it and let them know where they should go/who they should go to. Developing and enforcing e-safety policies, such as an acceptable usage policy, and make the policies clear to staff, students and visitors.

Remember

Define e-safety and outline how e-safety can be implemented in a school or college.

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

E-Safety

Educating parents by offering workshops and sharing information on communication platforms, around e-safety offers them the opportunity to create a more protective home environment regarding their child's online access.

Remember

Identify relevant policies and procedures covering:

a) confidentiality

b) data protection

c) disclosure of information

and identify situations when confidentiality protocols must be breached.

The answer will only meet the criteria if:

The learner has identified policies and procedures covering a-c and identified situations where confidentiality protocols must be breached e.g. used paragraphs to identify the answers

PassExamples

To meet the

GoodExamples

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Question 4

Identify relevant policies and procedures covering:

a) confidentiality

b) data protection

c) disclosure of information

and identify situations when confidentiality protocols must be breached.

To meet the criteria the learner must include answers such as:

Confidentiality

Safeguarding policy

Data protection

Data Protection Policy

Disclosure of information

Freedom of Information Policy

Confidentiality protocols

Confidentiality protocols must be breached when there is a perceived safeguarding risk and sharing the information may protect a child or others from harm but not sharing the information may put them at risk.

Another time that confidentiality protocols must be breached is when legally required to do so.

Question 4 Unit 5 Part B

Identify relevant policies and procedures covering:

a) confidentiality

b) data protection

c) disclosure of information

and identify situations when confidentiality protocols must be breached.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Confidentiality

Data Protection Policy

Complaints Policy

Suspension and Exclusion Policy

Whistleblowing Policy.

Disclosure of information

Data Protection Policy

Safeguarding policy

Confidentiality protocols

For example, if a child or young person makes a disclosure about being physically abused in their home but asks you not to tell anyone, you have a duty to report this to the DSL/DDSL.

For example, in court proceedings. Confidentiality is important, but safeguarding is crucial; if breaking confidentiality means safeguarding a person, then it is imperative to make this breach.

Explain how to identify potential hazards to the health and safety and security of children and young people, and describe how to minimise risks to the health, safety and security of children and young people.

The answer will only meet the criteria if:

The learner has explained how to identify potential hazards and described how to minimise risk e.g. used paragraphs to explain and describe the answers

PassExamples

To meet the criteria the learner must include answers such as:

Daily visual checks of classrooms, playgrounds and corridors wi l help to identify potential physical hazards when carrying out these checks it is important to look out for unsafe play equipment, damaged furniture, wet floors and obstructions.

Daily visual checks of the school building entrances and its perimeter should be carried out to ensure that there are no potential security hazards, such as unsecured gates and openings in fences. It is essential that any security issues are rectified immediately gates should only be open at school start and finish time and should be supervised by a member of staff to ensure that only people that should be gaining entrance to the school are.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Doors and gates should have key card access and so staff should be able to move freely using their access cards without putting the security of the pupils at risk, all visitors should be clearly identifiable by wearing a visitor lanyard with their picture on it and they should be signed in at the reception desk Staff shou d have regular safeguarding training to ensure they can deal with a security breach situation properly and effective y

Kitchen inspections should be carried out regularly to ensure that there is proper and safe food storage and preparation systems. All opened food should be clearly labe led stating the date that it was opened and when it should be disposed of and should be stored appropriately. Surfaces and cooking equipment should be thoroughly cleaned between uses Al ergen information should be clearly disp ayed, and cross contamination should be avoided. Kitchen staff shou d be trained and hold the appropriate food hygiene certificates.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

To meet the criteria the learner must include answers such as:

Potential Hazards/Risks to Health

Daily visual checks of classrooms, playgrounds and corridors will help to identify potential physical hazards; when carrying out these checks it is important to look out for unsafe play equipment, damaged furniture, wet floors and obstructions.

To minimise these kinds of risks, classrooms should always be kept tidy and free from damaged furniture and equipment, unsafe equipment should be removed where possible, or at the very least taped off, corridors should be kept clear and obstruction free, and any wet floors should be cleaned immediately and a wet floor sign should be present.

Daily visual checks of the school building entrances and its perimeter should be carried out to ensure that there are no potential security hazards, such as unsecured gates and openings in fences. It is essential that any security issues are rectified immediately; gates should only be open at school start and finish time and should be supervised by a member of staff to ensure that only people that should be gaining entrance to the school are.

Daily visual checks of the school will help to identify potential fire hazards; when carrying out these checks it is important to look out for obstructed fire exits and extinguishers, and overloaded plug sockets.

To help minimise the risk of fire hazards, fire exits should always be kept clear and free of obstructions, hazardous materials should be stored appropriately and plug sockets should never be overloaded.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Potential Hazards/Risks to Health

It is important for any issues to be reported and logged.

Doors and gates should have key card access and so staff should be able to move freely using their access cards without putting the security of the pupils at risk, all visitors should be clearly identifiable by wearing a visitor lanyard with their picture on it and they should be signed in at the reception desk. Staff should have regular safeguarding training to ensure they can deal with a security breach situation properly and effectively.

Less regular, but just as important fire safety audits should be carried out to ensure to proper storage of hazardous materials and maintenance of fire safety equipment.

Fire alarms and emergency lighting should be tested regularly both in house and professionally. Staff should be trained on fire evacuation procedures and pupils should be well informed and practised by way of fire drills.

Kitchen inspections should be carried out regularly to ensure that there is proper and safe food storage and preparation systems. All opened food should be clearly labelled stating the date that it was opened and when it should be disposed of, and should be stored appropiately. Surfaces and cooking equipment should be thoroughly cleaned between uses. Allergen information should be clearly displayed, and cross contamination should be avoided. Kitchen staff should be trained and hold the appropriate food hygiene certificates.

Personal safety hazards to look out for would include bullying behaviours and lack of adult supervision. Children should always be under the supervision of adults during school time, including break times; adults could wear hi-vis jackets to make them clearly identifiable and outside areas could be monitored by CCTV to ensure safety. Supervising adults should monitor pupil interactions and be observant for and bullying or aggressive behaviours presented and should follow the school's safeguarding procedures for these concerns. The school should have clear antibullying guidelines that are promoted within the setting.

Identify ways of supporting children and young people to take responsibility for their own health, safety and security.

The answer will only meet the criteria if:

The learner has identified ways of supporting children to take responsibility for health, safety and security e.g. used paragraphs to identify the answers

PassExamples

To meet the criteria the learner must include answers such as: (mustmeet)

Children and young people can be supported to take responsibility for their own health, safety and security by educating them on how they can do this

Develop safe spaces by encouraging open and non-judgemental discussions in the classroom Involve children and young people in identifying risks such as fire hazards and obstructions and potential dangers during PE

Implement natural consequences so that children and young people understand their significances of their actions encouraging them to make better choices.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Include the education of personal health safety and security in the curriculum and deliver in the classroom or assemb ies in subjects such as PSHE covering topics including online safety, personal health & hygiene and relationships & sex education

Posters can be displayed in classrooms and around the school reminding children about topics such as mental wellbeing and where to seek help if they need it

Teaching and support staff should model positive behaviours such as respect and boundaries for personal space. Peer mentors could also be used to set a positive influence for other pupils

Delegate small responsibilities in the classroom, such as attendance monitor who will update the fire register for present children each day or equipment monitor who will ensure the floor is free from stray equipment and kept clear and tidy

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 2

Identify ways of supporting children and young people to take responsibility for their own health, safety and security.

To meet the criteria the learner must include answers such as:

Responsibility for Health, Safety and Security

Children and young people can be supported to take responsibility for their own health, safety and security by educating them on how they can do this.

Develop safe spaces by encouraging open and non-judgemental discussions in the classroom. Involve children and young people in identifying risks such as fire hazards and obstructions and potential dangers during PE.

Implement natural consequences so that children and young people understand their significances of their actions, encouraging them to make better choices.

Identify ways of supporting children and young people to take responsibility for their own health, safety and security.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Responsibility for Health, Safety and Security

Include the education of personal health, safety and security in the curriculum and deliver in the classroom or assemblies in subjects such as PSHE, covering topics including online safety, personal health & hygiene and relationships & sex education.

Posters can be displayed in classrooms and around the school reminding children about topics such as mental wellbeing and where to seek help if they need it.

Teaching and support staff should model positive behaviours such as respect and boundaries for personal space. Peer mentors could also be used to set a positive influence for other pupils.

Allow children to make decision for themselves, such as choices between two activities in PE or encouraging team building exercises.

Equipping children and young people with the knowledge to take responsibility for their own health, safety and wellbeing empowers them to know what is expected of themselves but also of others around them, encouraging them to set personal boundaries depending on their own comfort levels.

Remember

Explain the benefits of taking a balanced approach to risk management and describe ways of supporting children and young people to assess and manage risk for themselves.

The answer will only meet the criteria if:

The learner has explained benefits of risk management and described ways to support children when assessing/managing risk themselves e.g. used paragraphs to explain and describe the answers

PassExamples

To meet the criteria the learner must include answers such as:

When children successfully manage risks, they build on their confidence as they feel more capable and motivated to try new activities Gross motor skills are developed when children and young people engage in tasks with physical risk, such as climbing, contributing to increased coordination abilities and improved specia awareness When children and young people understand their own boundaries, it encourages them to take responsibility for keeping themse ves safe. These skills are transferable to outside of the schoo environment a lowing them to assess their safety and react accordingly

To assess and manage risk for themselves can be supported by helping them to develop their problem-solving skills so that they can equal the problem with a risk, and make them think of a so ution which promotes decision-making by allowing them to understand the consequences of their actions (If I do this, then I could hurst myself, but if I do this I won't hurst myself)

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

A ba anced approach to risk management means comparing the benefits of an activity against the potential risks, rather than removing all risks because the risk zero does not exist, and we are not always there with them to tell them what to dothey then need to learn how to deal with the risks The children and young people then need to recognise risks: they can do risky things whilst maintaining reasonable safety

Adults can also offer support by encouraging reflective thinking by asking questions before the activity, such as, “what should be do to stay safe”, sparking answers such as “stick with our partners and don’t wander off with people we don’t know”, or asking “what could go wrong?” prompting answers such as “don’t step out into the road because you could get hurt by a passing car.” On the walk, teaching and support staff should encourage safe walking near roads and safe playing at the park by modelling such behaviours to the children Adults can also support children to assess and manage risk for themselves by offering the children supervised risktaking opportunities, for example, climbing and playing on the equipment at the park, or asking the children to assist the adults in checking that the road is safe to cross.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 3

Explain the benefits of taking a balanced approach to risk management and describe ways of supporting children and young people to assess and manage risk for themselves.

To meet the criteria the learner must include answers such as:

Explain the benefits of taking a balanced approach to risk management

When children successfully manage risks, they build on their confidence as they feel more capable and motivated to try new activities. Gross motor skills are developed when children and young people engage in tasks with physical risk, such as climbing, contributing to increased coordination abilities and improved special awareness.

When children and young people understand their own boundaries, it encourages them to take responsibility for keeping themselves safe. These skills are transferable to outside of the school environment allowing them to assess their safety and react accordingly.

Describe ways of supporting children and young people to assess and manage risk for themselves

To assess and manage risk for themselves can be supported by helping them to develop their problem-solving skills so that they can equal the problem with a risk, and make them think of a solution, which promotes decision-making by allowing them to understand the consequences of their actions (If I do this, then I could hurst myself, but if I do this, I won't hurst myself).

Children and young people can be supported to assess and manage risk for themselves using a young school class walk to a local outdoor park as an example, teaching staff can instigate classroom discussions around road safety and stranger danger. Children can also take part in the planning of the activity by asking them what kind of things could they use for their safety, for example, hi-vis jackets for the children so that they are easily identifiable, or partnering the children together to ensure no one is alone and more vulnerable.

Question 3 Unit 6 Part B

Explain the benefits of taking a balanced approach to risk management and describe ways of supporting children and young people to assess and manage risk for themselves.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Explain the benefits of taking a balanced approach to risk management

A balanced approach to risk management means comparing the benefits of an activity against the potential risks, rather than removing all risks because the risk zero does not exist, and we are not always there with them to tell them what to do - they then need to learn how to deal with the risks. The children and young people then need to recognise risks: they can do risky things whilst maintaining reasonable safety.

Describe ways of supporting children and young people to assess and manage risk for themselves

On the walk, teaching and support staff should encourage safe walking near roads and safe playing at the park by modelling such behaviours to the children. Adults can also support children to assess and manage risk for themselves by offering the children supervised risktaking opportunities, for example, climbing and playing on the equipment at the park, or asking the children to assist the adults in checking that the road is safe to cross.

Remember

Explain the advantages and disadvantages of having a team complete a task

The answer will only meet the criteria if:

The learner has explained advantages/disadvantages of team tasks e.g. used paragraphs to explain the answers

PassExamples

To meet the criteria the learner must include answers such as:

Advantages- Having a team to comp ete a task can lead to more productivity, as there is a group it can minimise stress as all the work is not set on one individual. Team work can do parts of the task they fee like they have a strength in which can lead to completing the task faster and efficiently. Being in a group you can learn teamwork skills you can listen to everyones ideas and thoughts A team can motivate each individual and support everyone if they need help. You can learn knowledge from others and foster new skills ..

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Advantages- . .in a team people can share solutions and ideas promoting more creativity in the task. Team work can help build professional friendships together creating a positive work environment

Disadvantages- Individuals who are shy could not express their thoughts and ideas and could feel left out not being involved

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Explain the advantages and disadvantages of having a team complete a task

To meet the criteria the learner must include answers such as:

Advantages

Having a team to complete a task can lead to more productivity, as there is a group it can minimise stress as all the work is not set on one individual. Team work can do parts of the task they feel like they have a strength in which can lead to completing the task faster and efficiently.

Being in a group you can learn teamwork skills, you can listen to everyone's ideas and thoughts. A team can motivate each individual and support everyone if they need help. You can learn knowledge from others and foster new skills (sentence continued in ‘good examples’ section)

Disadvantages

Disagreements may happen between people and can cause frustration and delays from the work proceeding. In team work sometimes there is a person that takes on all the work as others are not interested being involved, this can cause stress on the main worker as there is a overload of work.

Miscommunication can occur when there are a lot of people talking together and some people may get confused, this can cause delays. Slow decision making and people not knowing what job to do can lead to longer time completing the task.

Explain the advantages and disadvantages of having a team complete a task

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Advantages

(sentence continued in ‘good examples’ section) ...in a team people can share solutions and ideas promoting more creativity in the task. Team work can help build professional friendships together creating a positive work environment.

Disadvantages

Individuals who are shy could not express their thoughts and ideas and could feel left out not being involved.

Remember

Identify a code of conduct for effective team work and explain the likely consequences of team members not following a code of conduct.

The answer will only meet the criteria if:

The learner has identified a team work code of conduct and explained potential consequences of not following this e.g. used paragraphs to explain the answers

PassExamples

To meet the criteria the learner must include answers such as:

Code of Conduct for Effective Teamwork

1) Respect & Inclusivity – treat all team members with courtesy and respect. Listen to everyone, and value a l opinions.

2) Communicate Clearly – share your ideas and active y listen to everyone Always make sure that any feedback is constructive.

3) Resolve Conflict – be professional when dealing with disagreements. Make sure that you agree a solution that works best for the team as a whole

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Consequences of Not Following the Code

If you ignore disrespectful or disruptive behaviour then this can impact the mora e of the team If individuals feel excluded or undervalued then this can affect their motivation and a so risk bringing down the team Team members not being accountable is another issue as it can impact the team meeting key deadlines when tasks aren’t complete. If one person isn’t doing their work, then this potentially means that someone else has to, which can place additiona stress on other team members

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 2

Identify a code of conduct for effective team work and explain the likely consequences of team members not following a code of conduct.

To meet the criteria the learner must include answers such as:

Code of Conduct for Effective Teamwork

Respect & Inclusivity – treat all team members with courtesy and respect. Listen to everyone, and value all opinions.

Communicate Clearly – share your ideas and actively listen to everyone. Always make sure that any feedback is constructive.

Resolve Conflict – be professional when dealing with disagreements. Make sure that you agree a solution that works best for the team as a whole.

Consequences of Not Following the Code

When team members don’t follow the code of conduct, communication in the group is likely to break down. This can lead to misunderstandings, and the lack of clarity can also risk mistakes, and frustration. Team members need to communicate respectfully and openly or collaboration will suffer and the team may fail to make any progress.

Disagreements need to be dealt with quickly and effectively as if they’re not then tensions can grow within the team creating a toxic environment. This can also affect trust within the team. Not following code of conduct can lead to a disciplinary action like a verbal or written warning, worse case scenario can be a suspension or a termination from your job.

Question 2 Unit

Identify a code of conduct for effective team work and explain the likely consequences of team members not following a code of conduct.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Code of Conduct for Effective Teamwork

Participation and Engagement – play your part in the team by attending the meetings. Make sure that you’re contributing, and supporting team activities.

Be Accountable – take responsibility for the tasks that are assigned to you. Make sure that you deliver them by the agreed deadline

Commitment – commit to shared goals and stay focused on achieving them.

Confidentiality and Trust – respect private or sensitive information.

Consequences of Not Following the Code

If you ignore disrespectful or disruptive behaviour then this can impact the morale of the team. If individuals feel excluded or undervalued, then this can affect their motivation and also risk bringing down the team.

Team members not being accountable is another issue as it can impact the team meeting key deadlines when tasks aren’t complete. If one person isn’t doing their work, then this potentially means that someone else has to, which can place additional stress on other team members.

Explain your own strengths, skills and experiences, as relevant to the task being undertaken by the team, and identify some relevant strengths, skills and experiences that other members brought to the team activity.

The answer will only meet the criteria if:

The learner has explained own strengths/skills/experiences and identified other team members strengths/skills/experiences e.g. used paragraphs to explain and identify the answers

PassExamples

To meet the criteria the learner must include answers such as:

In our team activity, we were tasked with designing a game to support one of 3 case studies As a team, we decided to go with the case study of the child who struggled with numbers

I brought several strengths and experiences to the team that supported this task My background as an operations manager, where I oversaw payment teams and managed projects, gave me the organisational and planning skills needed for this task I was able to help structure the game deve opment process to ensure that we stayed focused and as efficient as possible. My experience in managing teams also meant I was comfortable coordinating roles, listening to ideas and helping the group reach agreement.

Other members of the team brought valuable strengths as well. Emily was particularly creative and suggested the idea of using stars and challenges to replace snakes and ladders, which expended on my idea and added a lot more fun to the game. Danielle offered some great ideas into how to keep the game inclusive and supportive. They were both very good active listeners and equal y open to allowing others to voice their ideas without interrupting.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

I contributed some practical tips to make sure that the game could be adapted to suit different ages and abilities I pulled the group together and made sure that everyone had chance to speak, and that we were all comfortab e with the roles that we chose in delivering the details of the game to the tutor

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 3 Unit

To meet the criteria the learner must include answers such as:

Own strengths/skills/experiences

In our team activity, we were tasked with designing a game to support one of 3 case studies. As a team, we decided to go with the case study of the child who struggled with numbers.

I brought several strengths and experiences to the team that supported this task. My background as an operations manager, where I oversaw payment teams and managed projects, gave me the organisational and planning skills needed for this task. I was able to help structure the game development process, to ensure that we stayed focused and as efficient as possible. My experience in managing teams also meant I was comfortable coordinating roles, listening to ideas, and helping the group reach agreement.

Others strengths/skills/experiences

Other members of the team brought valuable strengths as well. Emily was particularly creative and suggested the idea of using stars and challenges to replace snakes and ladders, which expended on my idea and added a lot more fun to the game. Danielle offered some great ideas into how to keep the game inclusive and supportive. They were both very good active listeners and equally open to allowing others to voice their ideas without interrupting. Both Danielle and Emily were very relaxed and happy to take on any of the roles that we needed to assign, which made them both really easy to work with.

Question 3 Unit

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Own strengths/skills/experiences

I contributed some practical tips to make sure that the game could be adapted to suit different ages and abilities. I pulled the group together and made sure that everyone had chance to speak, and that we were all comfortable with the roles that we chose in delivering the details of the game to the tutor.

Others strengths/skills/experiences

Overall, I feel that we all collaborated really well. Each of us had unique skills and brought something different to the challenge.

Remember

Agree with other team members the roles and responsibilities of each member of the team and explain how each role contributes to the team’s objectives and the completion of the team task

The answer will only meet the criteria if:

The learner has agreed with other team members and explained why/how each role helped complete the task e.g. used paragraphs to agree with and explain the answers

PassExamples

To meet the criteria the learner must include answers such as:

Both Daniel e and Emily were very flexible and stated that they were happy to take any role as they didn’t feel strongly that any one aligned particularly better to their skillset than another. I felt more drawn to the role that involved going through the rules as I’m used to working within a structured role from my previous experience as an Operations Manager The other team members were happy for me to take this role and coordinated the other roles between them happily

My role was to explain the rules to the tutor We discussed as a team how the game would work and agreed some basic rules ahead of me delivering this to the tutor.

It was Danielle’s job to explain how the game could be adapted to suit different ages and abilities. This was a really important role as it required an understanding of the different ages and stages of a child in order to tailor the game appropriately.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Daniel e was ab e to provide really good examples on this by including offering children a choice of 2 challenges when they land on a star with 1 being accessible .. in order to ensure that the game offered a good number of developmental benefits We’d already discussed as a team a number of different challenges that covered a wide range of development benefits, which Emily walked our tutor through.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Agree with other team members the roles and responsibilities of each member of the team and explain how each role contributes to the team’s objectives and the completion of the team task

To meet the criteria the learner must include answers such as:

Team Task Reflection

Both Danielle and Emily were very flexible and stated that they were happy to take any role as they didn’t feel strongly that any one aligned particularly better to their skillset than another. I felt more drawn to the role that involved going through the rules as I’m used to working within a structured role from my previous experience as an Operations Manager. The other team members were happy for me to take this role and coordinated the other roles between them happily.

My role was to explain the rules to the tutor. We discussed as a team how the game would work and agreed some basic rules ahead of me delivering this to the tutor. It was Danielle’s job to explain how the game could be adapted to suit different ages and abilities. This was a really important role as it required an understanding of the different ages and stages of a child in order to tailor the game appropriately.

Emily’s job was to explain the developmental benefits of the game for the children playing. This is also an important role as it also requires the individual to understand what is developed by doing the different challenges, (sentence continued in ‘good examples’ section)

Question 4 Unit 7 Part B

Agree with other team members the roles and responsibilities of each member of the team and explain how each role contributes to the team’s objectives and the completion of the team task

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Team Task Reflection

Danielle was able to provide really good examples on this, by including offering children a choice of 2 challenges when they land on a star, with 1 being accessible.

(sentence continued from ‘pass examples’ section) in order to ensure that the game offered a good number of developmental benefits. We’d already discussed as a team a number of different challenges that covered a wide range of development benefits, which Emily walked our tutor through.

Remember

Question 5 - Task 1

Upon completion of the live 'teamwork session, please reflect as per below:

Know how to organise their own work

a) State the order of work to complete given task

b) Describe situations when it is appropriate to ask for help

c) Describe situations when it is appropriate to help and support others

d) State the importance of working to deadlines

e) State why it is important to follow instructions accurately

f) State the importance of keeping work areas clean and tidy

Know how to support the work of a team

g) State the benefits of helping team members

h) State the importance of passing information to the relevant people

i) State the importance of clear communication

j) Describe ways to maintain good working relationships in a team

k) State problems in working relationships that should be reported to line managers

Know how to contribute to your own learning and development

l) List benefits of self-development

m) State the importance of feedback from team members

n) Describe how a learning plan could improve aspects of work

o) List types of activities that help learning

p) Describe ways in which respect was shown for the ideas and suggestions of others

The answer will only meet the criteria if:

q) Identify relevant ideas and suggestions which were given which helped the team to complete the task

r) Describe ways in which help, support or advice was given to team members where appropriate

s) Explain why it is important to respond positively to advice or constructive criticism

t) Reflecting on the task itself - was it completed to the required standard and on time? Explain how it met the required standard.

The learner has stated, described, listed, identified, explained and reflected on a-t e.g. used paragraphs to state, describe, list, identify, explain and reflect on the answers

PassExamples

To meet the criteria the learner must include answers such as:

Order of Work

1.Understand the task requirements by asking the tutor for clarity as required

2.As a team decide on which case study to design a game for

3.Work col aboratively to discuss game ideas and agree on one

4 Agree the basic framework for the game and the rules

5.As a team discuss how the game could be adapted to suit different ages and abilities

6.Review the game to identify the developmenta benefits and adjust activities accordingly to ensure that it covers as many areas a possible, ensuring that the case study is catered for

7.As a team discuss and agree on who will take on each of the defined ro es

8.Present to the tutor based on assigned role

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

Ideas and suggestions given which helped the team complete the task I a so circled back with the team to run through what we’d agreed before presenting to the tutor to ensure that we were all on the same page and that everyone was comfortable. No examples available for this question

Question 5 - Task 1 Unit 7 Part B

Upon completion of the live 'teamwork session, please reflect as per below:

Know how to organise their own work

a) State the order of work to complete given task

b) Describe situations when it is appropriate to ask for help

c) Describe situations when it is appropriate to help and support others

d) State the importance of working to deadlines

e) State why it is important to follow instructions accurately

f) State the importance of keeping work areas clean and tidy

Know how to support the work of a team

g) State the benefits of helping team members

h) State the importance of passing information to the relevant people

i) State the importance of clear communication

j) Describe ways to maintain good working relationships in a team

k) State problems in working relationships that should be reported to line managers

To meet the criteria the learner must include answers such as:

Order of Work

1 Understand the task requirements by asking the tutor for clarity as required

2 As a team, decide on which case study to design a game for

3 Work collaboratively to discuss game ideas and agree on one

4 Agree the basic framework for the game and the rules

5 As a team, discuss how the game could be adapted to suit different ages and abilities

6 Review the game to identify the developmental benefits and adjust activities according y to ensure that it covers as many areas a possible, ensuring that the case study is catered for.

7 As a team, discuss and agree on who will take on each of the defined roles

8 Present to the tutor based on assigned role

Situations when it’s appropriate to ask for help

It’s appropriate to ask for help when you’re unclear on instructions as this avoids potentia mistakes If you’re concerned that you’re going to miss a deadline due to the volume of work, then you shou d also ask for help as a colleague may be able to support you, to avoid missing the deadline Another example of when to ask for help is when you have technical issues such as problems with your computer as you may need support to resolve this or your work may need to be reallocated depending on the deadline.

The Importance

Clear Communication

Helps to build strong relationships

Avoids confusion and misunderstandings which could lead to conflict

Helps collaboration and team work

Helps with problem solving

Situations when it’s appropriate to help and support others

Know how to contribute to your own learning and development

l) List benefits of self-development

m) State the importance of feedback from team members

n) Describe how a learning plan could improve aspects of work

o) List types of activities that help learning

p) Describe ways in which respect was shown for the ideas and suggestions of others

q) Identify relevant ideas and suggestions which were given which helped the team to complete the task

r) Describe ways in which help, support or advice was given to team members where appropriate

s) Explain why it is important to respond positively to advice or constructive criticism

t) Reflecting on the task itself - was it completed to the required standard and on time? Explain how it met the required standard.

The Importance of Following Instructions Accurately

Ways to Maintain Good Working Relationships in a Team

It’s appropriate to help colleagues when they’re experiencing a high workload or are struggling to hit a deadline This could be by proactive y offering to support them or saying yes if they ask for help and you have capacity. It’s also important to look out for new or inexperienced colleagues as they may not be familiar with processes and may need a bit of extra guidance or support. You may also need to support a colleague/s if there’s a big task that needs different skillsets and experience to complete it such as a project

The Importance of Working to Deadlines

It’s important to work to deadlines as missing them can have an impact to customers or stakeholders It can also de ay a re ated task or jeopardise a project delivery date. Meeting deadlines builds trust within a team so people know they can rely on you.

The Importance of Keeping Work Areas Clean and Tidy

Keeping work areas clean and tidy not only makes it easier to locate tools and documents but it also helps to reduce the risk of accidents. If things are left lying on the floor for example, someone could trip over them and cause themselves harm Having a clean and tidy work area also creates a hygienic and professional environment

Listening and fol owing instructions accurately means that you’re more ikely to get the work done without mistakes. When errors occur this can waste time reworking items and potentially have a cost to the company for materia s. There could also be a health and safety impact if certain tasks aren’t carried out following the correct instructions. By following instructions, it shows professionalism and responsibility

The Importance of Passing Information to the Relevant People

Helps with decision making and planning

Prevents miscommunication and possible duplication of efforts

Keeps everyone in the loop

Ensures clarity and accountability

The Benefits of Helping Team Members

Creates a great team spirit and atmosphere

Improves team performance

Helps achieve goals quicker

Reduces stress on individua team members

In order to maintain good working relationships in a team, you need to show respect for team members and appreciate their efforts. Be re iable and supportive, making sure that you help team member out whenever you can It’s real y important communicate openly and honestly. Take time to recognise people for their efforts and share credit for work.

Problems in working relationships that should be reported to line managers

Discrimination or unfair treatment that happens to you or that you witness

Bullying or harassing behaviour

Unprofessional behaviour by a col eague that impact the team

Lack of cooperation from a team member who is not pu ling their weight

Question 5 - Task 1

Upon completion of the live 'teamwork session, please reflect as per below:

Know how to organise their own work

a) State the order of work to complete given task

b) Describe situations when it is appropriate to ask for help

c) Describe situations when it is appropriate to help and support others

d) State the importance of working to deadlines

e) State why it is important to follow instructions accurately

f) State the importance of keeping work areas clean and tidy

Know how to support the work of a team

g) State the benefits of helping team members

h) State the importance of passing information to the relevant people

i) State the importance of clear communication

j) Describe ways to maintain good working relationships in a team

k) State problems in working relationships that should be reported to line managers

To meet the criteria the learner must include answers such as:

Benefits of Self Development

Improved knowledge and skills

Better career prospects

Greater confidence and motivation

Enhanced performance in your role

The Importance of Feedback from Team Members

Helps you identify areas to improve

Makes you feel motivated when you get praise

Builds trust and openness

Encourages continuous learning

How a learning plan could improve aspects of work

Having a learning plan can really help to focus on your training needs and keep you on track as you’ll have clear goals and milestone dates. It’s great as you can see your progress, which helps to keep you motivated and focused on achieving your goals As the learning plan focuses on your training needs you’l hopefully be better at your job and more equipped by the end of it. You can apply the logic of a learning plan to organising your workload and structure your task planning better in the future.

Activities that help learning

Training and upskilling sessions

Having a mentor or a coach

Completing research and proactive learning activities such listening to relevant podcasts etc

Completing online courses

Doing side by sides with experienced colleagues to earn from them

Ways that respect was shown for group activity ideas

The group was extremely respectful of all ideas shown They showed this by commenting with things like ‘I love that idea’ or ‘oh that’s great and how about we extend that by adding ’ They also showed positive body language, smiling, nodding and thumbs up gestures

Know how to contribute to your own learning and development

l) List benefits of self-development

m) State the importance of feedback from team members

n) Describe how a learning plan could improve aspects of work

o) List types of activities that help learning

p) Describe ways in which respect was shown for the ideas and suggestions of others

q) Identify relevant ideas and suggestions which were given which helped the team to complete the task

r) Describe ways in which help, support or advice was given to team members where appropriate

s) Explain why it is important to respond positively to advice or constructive criticism

t) Reflecting on the task itself - was it completed to the required standard and on time? Explain how it met the required standard.

Ideas and suggestions given which helped the team complete the task

Emily suggested getting chi dren to complete challenges when they land on a star rather than prizes. Danielle suggested some great ways to extend the task, and reminded us that we needed to consider less ab e bodied children.

Danielle a so suggested offering a choice of 2 activities per star, so as to ensure inclusivity. I suggested that we may want to flex the number of spaces and make the game competitive for older children by having a winner as the first person to get to the end.

Ways in which help, support or advice was given to team members where appropriate

Advice was given in a very diplomatic way by high ighting the strength in the original suggestion and emphasising how we could make it better. For example, saying ‘I love that idea, and how about we extend it by…’ I had also misunderstood one of the original requirements, and Danielle respectfully corrected me and made me feel better by saying that she’d got confused with it when she read it too In order to support the team I ran through what we’d discussed and agreed before we went through our presentation with the tutor, which the team appreciated

Why it’s important to respond positively to advice or constructive criticism

It’s important to respond positively to advice or constructive criticism as someone has taken the time to share the information to help you grow and develop. The information is useful as you can use it to become better and make a bigger impact in your role. It shows that you’re willing to learn and he ps to build strong relationships By responding well to the advice or constructive criticism it encourages open communication and helps to build a better team where there’s constant learning and improvement.

Conclusion of Group Task

The task was very brief but I believe we fulfi led the requirements and delivered them by the dead ine set. The idea that we presented helped the case study develop her recognition of numbers in a fun way where she would learn to count as part of the game. We also had great ideas on how we could expand the game to suit different ages and abilities such as adding extra squares and making it a competitive race to the finish for older children and having a choice of 2 activities per star one of which would be inclusive for SEND. We were also able to explain the developmental benefits of the activities in the game, which could be varied depending on the activities selected for the stars. We discussed the ideas and generated better ones as a result of our collaboration.

Unit 7 Part B Question 5 - Task 1

Upon completion of the live 'teamwork session, please reflect as per below:

Know how to organise their own work

a) State the order of work to complete given task

b) Describe situations when it is appropriate to ask for help

c) Describe situations when it is appropriate to help and support others

d) State the importance of working to deadlines

e) State why it is important to follow instructions accurately

f) State the importance of keeping work areas clean and tidy

Know how to support the work of a team

g) State the benefits of helping team members

h) State the importance of passing information to the relevant people

i) State the importance of clear communication

j) Describe ways to maintain good working relationships in a team

k) State problems in working relationships that should be reported to line managers

Example ‘Good’ Answers

Know how to contribute to your own learning and development

l) List benefits of self-development

m) State the importance of feedback from team members

n) Describe how a learning plan could improve aspects of work

o) List types of activities that help learning

p) Describe ways in which respect was shown for the ideas and suggestions of others

q) Identify relevant ideas and suggestions which were given which helped the team to complete the task

r) Describe ways in which help, support or advice was given to team members where appropriate

s) Explain why it is important to respond positively to advice or constructive criticism

t) Reflecting on the task itself - was it completed to the required standard and on time? Explain how it met the required standard.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

The Importance of Feedback from Team Members

Creates a better team dynamic

Ideas and suggestions given which helped the team complete the task

I also circled back with the team to run through what we’d agreed before presenting to the tutor, to ensure that we were all on the same page and that everyone was comfortable.

Why it’s important to respond positively to advice or constructive criticism

If you respond badly to advice or constructive criticism, then someone will be reluctant to tell you in the future and you miss out on opportunities to improve.

Question 5 - Task 2

Upon completion of the live 'teamwork' session, please reflect as per below:

a) Discuss how your individual performance contributed to the overall performance of the team

b) Outline ways in which the team as a whole performed effectively

c) Outline areas in which the team could improve its team work skills.

The answer will only meet the criteria if:

The learner has discussed individual performance and outlined positives and negatives of team skill and performance e.g. used paragraphs to discuss and outline the answers

PassExamples

To meet the criteria the learner must include answers such as:

I believe that I played a good coordinating role in the team to get things moving as no one really pushed to take the lead and I felt we may stall if I didn’t I encouraged both team members to contribute their opinions and idea, and actively listened to their contributions After the others didn’t have an initial idea, I started the idea generation by suggesting a take on snakes and ladders as our game I then rolled over to the team and asked for their opinions, as we discussed them we ended up with enhancements to the game being suggested. I responded with praise for the individual who suggested it and made sure that I displayed positive body language when they were talking so as to encourage them.

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

I also checked that the other team members were comfortable with the role that they were playing and that they didn’t have anything that they needed any support on I be ieve that we all worked well together and delivered a good structure of a game.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

Question 5 - Task 2

Upon completion of the live 'teamwork' session, please reflect as per below:

a) Discuss how your individual performance contributed to the overall performance of the team

b) Outline ways in which the team as a whole performed effectively

c) Outline areas in which the team could improve its team work skills.

To meet the criteria the learner must include answers such as:

Individual Performance

I believe that I played a good coordinating role in the team to get things moving as no one really pushed to take the lead and I felt we may stall if I didn’t. I encouraged both team members to contribute their opinions and idea, and actively listened to their contributions. After the others didn’t have an initial idea, I started the idea generation by suggesting a take on snakes and ladders as our game. I then rolled over to the team and asked for their opinions, as we discussed them we ended up with enhancements to the game being suggested. I responded with praise for the individual who suggested it and made sure that I displayed positive body language when they were talking so as to encourage them.

I then wrapped up the task by running through what we’d discussed and agreed, and confirming that the team were in agreement.

Team Performance

I believe that the team worked well in taking one person’s idea and suggesting enhancements to it. The team were also extremely flexible in being happy to take on any role and allowing others to select first if desired. The team all did a great job of actively listening and not interrupting each other. We also praised each other’s idea, which led to a motivated and happy team.

I can’t think of an area that we could improve upon in relation to team work. If I’m being picky, the only thing I’d say is that the team didn’t challenge on the game chosen and it would have been good to have a few more ideas to choose from instead of going with the first one.

Unit 7 Part B Question 5 - Task 2

Upon completion of the live 'teamwork' session, please reflect as per below:

a) Discuss how your individual performance contributed to the overall performance of the team

b) Outline ways in which the team as a whole performed effectively

c) Outline areas in which the team could improve its team work skills.

To exceed the criteria the learner must fully meet the criteria for a ‘pass’ and further include answers such as:

Individual Performance

I also checked that the other team members were comfortable with the role that they were playing and that they didn’t have anything that they needed any support on. I believe that we all worked well together and delivered a good structure of a game.

Remember

Demonstrate effective communication skills with others

Team collaboration for EMP coverage. Zoom session regarding Question 4 attended and observed.

Selected task

Creating an activity for a child who had a problem with their fine motor skills

Note: Given here is an example of a tutor’s observation.

The task is not always creating an activity for a child who had a problem with their fine motor skills. For this particular learner, that was their task.

The answer will only meet the criteria if:

The tutor has shown through their observation recording that the learner has demonstrated effective communication skills with others, e.g. used paragraphs to record their observation

PassExamples

To meet the criteria the learner must include answers such as:

. .. .. . participated actively in the teams ive Zoom meeting, where the learning objectives were c early articulated, and the expectations regarding the observations the tutor would need to make during the scheduled activity were communicated to the participants.

. .. .. facilitated a consensus and contributed to achieving a unified objective related to the allocation of responsibilities among team members. She collaborated with her colleagues to delineate these roles taking into account the specific needs of each individual. . .. .. . provided constructive verbal feedback, shared her insights, and expressed her perspectives regarding the contributions of others. . .. .. . exhibited a wi lingness to consider suggestions from her peers rather than insisting on her viewpoints

GoodExamples

To exceed the criteria the learner must fully meet the ‘pass’ criteria and further include answers such as:

During their discussions, they considered one another’s abilities and comfort zones. Holly elucidated how the activity would address multiple developmental areas. She emphasised that it would foster teamwork and language development. Furthermore, she proposed that if the child was nonverbal, the board could be rendered more interactive through the use of picture exchange communication cards, supplemented by various sounds. This approach would facilitate support for the child in modelling gestures.

Exemplary Examples

For an exemplary answer the learner must exceed the ‘good’ answer criteria and further include answers such as:

No examples available for this question

OFFICE USE ONLY: M/506/4702

Demonstrate effective communication skills with others.

Selected task

Creating an activity for a child who had a problem with their fine motor skills

To meet the criteria the tutor must of observed points such as:

Note: Given here is an example of a tutor’s observation.

The task is not always creating an activity for a child who had a problem with their fine motor skills. For this particular learner, that was their task.

......... participated actively in the team's live Zoom meeting, where the learning objectives were clearly articulated, and the expectations regarding the observations the tutor would need to make during the scheduled activity were communicated to the participants.

The team commenced by exchanging diverse opinions and ideas concerning the activity. All members engaged positively, demonstrating effective communication through eye contact, smiling, and nodding in acknowledgement during discussions. ........ facilitated a consensus and contributed to achieving a unified objective related to the allocation of responsibilities among team members. She collaborated with her colleagues to delineate these roles, taking into account the specific needs of each individual.

......... provided constructive verbal feedback, shared her insights, and expressed her perspectives regarding the contributions of others. ......... exhibited a willingness to consider suggestions from her peers rather than insisting on her viewpoints.

She demonstrated openness to compromise, particularly in areas where she recognised that others might possess greater expertise in an educational context. The team collaborated effectively, initially selecting the activity to be implemented and subsequently assigning roles that aligned with the strengths of each member.

OFFICE USE ONLY: M/506/4702

Demonstrate effective communication skills with others.

Selected task

Creating an activity for a child who had a problem with their fine motor skills

Note: Given here is an example of a tutor’s observation.

The task is not always creating an activity for a child who had a problem with their fine motor skills. For this particular learner, that was their task.

To exceed the criteria the tutor observe the points to fully meet the criteria for a ‘pass’ and further include points such as:

During their discussions, they considered one another’s abilities and comfort zones. .......... elucidated how the activity would address multiple developmental areas. She emphasised that it would foster teamwork and language development. Furthermore, she proposed that if the child was nonverbal, the board could be rendered more interactive through the use of picture exchange communication cards, supplemented by various sounds. This approach would facilitate support for the child in modelling gestures.

Remember

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Exemplary Examples

No examples available for this question

No examples available for this question No examples available for this question