NCFE Supporting Teaching & Learning in Schools Level 3

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Description

Students must complete the following mandatory units

Unit 1: Understand children and young people development

This unit provides knowledge and understanding of how children and young people from birth to 19 years develop. Including underpinning theoretical perspectives. It also includes actions taken whenn differences in development are identified and the potential effects of transitions on children and yong peoples development. 

Unit 2: Understand how to safeguard the wellbeing of children and young people

This unit provides the knowledge and understanding required to support the safeguaring of children and young people. This unit contains e-material on safety

Unit 3: Support children and young …

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Didn't find what you were looking for? See also: Coaching, Mathematics, and Speech.

Students must complete the following mandatory units

Unit 1: Understand children and young people development

This unit provides knowledge and understanding of how children and young people from birth to 19 years develop. Including underpinning theoretical perspectives. It also includes actions taken whenn differences in development are identified and the potential effects of transitions on children and yong peoples development. 

Unit 2: Understand how to safeguard the wellbeing of children and young people

This unit provides the knowledge and understanding required to support the safeguaring of children and young people. This unit contains e-material on safety

Unit 3: Support children and young peoples safety

This unit provides the knowledge, understanding and skills required to support children and young peoples health and safety. It requires a demonstration of competence in recognising hazards and undertaking risk assessments in the work setting.

Unit 4: Engage in personal development in young peoples settings

This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. This unit considers personal development and reflective practice which are both fundmental to both roles.

Unit 5: Support learning activities

This unit provides the knowledge, understanding and skills to support learning activities. It requires competence in supporting the planning, delivery, assessment and review cycle.

Unit 6: Promote children and young peoples positive behaviour

This unit provides the knowledge, understanding and skills required to promote children and young peoples positive behaviour. It requires demonstration of competence in promoting positive behaviour, managing innapropriate behaviour, dealing with challenging behaviour and contributing to reviews of behaviour and behaviour policies.

Unit 7: Develop professional relationships with children, young people and adults 

This unit covers the competence required to develop professional relationships with children, young people and adults.

Unit 8: Promote equality, diversity and inclusion in work with children and young people 

This unit provides the knowledge, understanding and skills needed to promote equality, diversity and inclusion in work with children and young people. It requires demonstration of competence in promoting equality and diversity and supporting inclusion. 

Unit 9: Support assessment for learning 

This unit provides the knowledge, understanding and skills to support assessment for learning. It requires demonstration of competence in using assessment strategies to promote learning, supporting learners to review their learning strategies and achievements, and working with the teacher to review assessment for learning processes and outcomes. 

Unit 10: Communication and professional relationships with children, young people and adults 

This unit provides the knowledge and understanding which underpins effective communication and professional relationships with children, young people and adults. 

Unit 11: Schools as organisations This unit aims to prepare the learner for working in a school. 

It covers knowledge and understanding of the structure of education, how schools are organised, school ethos, mission, aims and values, legislative and policy frameworks and the wider context in which schools operate.

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    There are no frequently asked questions yet. Send an Email to info@springest.com