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Candidate Learning Log

NCFE Level 3 Award in Supporting Teaching and Learning in Schools

501/0368/4

Candidate Name:

Centre Number:

Centre Name:

Signatures

Candidate: Date:

Tutor/Assessor: Date:

Internal Moderator*: Date:

External Moderator*: Date:

* for completion if part, or all, of the evidence has been sampled by the Internal and/or External Moderator

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Contents

Page No.
Section 1: Overview / 1
- / About this qualification / 1
- / What you need to cover / 1
- / Tracking your evidence / 2
- / How your evidence is checked / 2
- / How you get your certificate / 2
- / Opportunities for further education and training / 3
Section 2: Planning and tracking your assessment / 4
- / Completing your learning log / 4
- / Example unit / 5
- / Unit 01 Understand child and young person development / 6
- / Unit 02 Understand how to safeguard the wellbeing of children and young people / 9
- / Unit 03 Communication and professional relationships with children, young people and adults / 16
- / Unit 04 Schools as organisations / 19
Section 3: Additional information / 24
- / Additional support requirements / 24
- / Appeals or complaints / 24
- / Malpractice / 24
About NCFE / 25
- / Enquiries / 25
- / Equal Opportunities / 25
- / Data Protection / 25

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Section 1 - Overview

About this qualification

Thank you for choosing an NCFE qualification. This learning log is yours to keep and is a place to record your progress.

The NCFE Level 3 Award in Supporting Teaching and Learning in Schools has been accredited by the regulators for England, Wales and Northern Ireland[1] and is part of the Qualifications and Credit Framework (QCF). Its Qualification Accreditation Number is 501/0368/4.

This qualification has been supported by the Teaching and Development Agency for Schools (TDA) the Standard Setting Body for the training and development of the school workforce.

What you need to cover

This qualification is made up of a set of learning outcomes and assessment criteria that describe what you need to be able to do, and things you need to know to achieve your qualification.

The qualification consists of 4 mandatory units.

Mandatory units

Unit 01 Understand child and young person development

Unit 02 Understand how to safeguard the wellbeing of children and young people

Unit 03 Communication and professional relationships with children, young people and adults

Unit 04 Schools as organisations

To achieve the NCFE Level 3 Award in Supporting Teaching and Learning in Schools you must achieve the 4 mandatory units. You must provide evidence to show that you meet all the learning outcomes and assessment criteria defined in the units.

1 The qualifications regulators (‘regulators’) are Ofqual in England, DCELLS in Wales and CCEA in Northern Ireland.

Section 1 - Overview

Tracking your evidence

During your course your Tutor/Assessor will ask you to carry out work either in the classroom, in your workplace or at home which you’ll keep as evidence of your learning.

The work you produce (evidence) will be assessed by your Tutor/Assessor to make sure you’ve covered everything in sufficient detail. Your evidence could be made up of a combination of:

¨  written work or class notes

¨  products or samples of practical work

¨  case studies

¨  simulated activities or role play

¨  work placement diaries

¨  learning logs

¨  video or audio recordings

¨  other appropriate formats suggested by your Tutor/Assessor

When all of your evidence is gathered together in a file or folder, this becomes your portfolio.

Your centre and Assessor may have systems that they use to plan and monitor your assessment. These may be computer-based (eg using ‘e-portfolio’ software) or paper-based (using forms or checklists). These systems are designed to show how each piece of evidence meets which learning outcomes and assessment criteria.

How your evidence is checked

After your Tutor/Assessor has assessed your work, another member of staff - the Internal Moderator - will review it. An External Moderator from NCFE will visit your centre. The External Moderator’s role is to make sure your work has been assessed to NCFE’s requirements. They’ll do this by checking a sample of candidates’ portfolios – which may include yours. They also may wish to talk to you about the content of the course and the work you’re doing.

How you get your certificate

Once you’ve built up your portfolio of evidence and your Tutor/Assessor and the Internal and External Moderators are satisfied it meets the standards, you’ll be awarded the NCFE Level 3 Award in Supporting Teaching and Learning in Schools.

Section 1 - Overview

Your centre will send a signed certificate claim form to NCFE when they and the External Moderator have signed off your completed portfolio. NCFE will send your certificate to your centre within 10 working days of us getting this form. Your centre will either forward the certificate to your home address, or tell you that it’s available for you to collect it.

Opportunities for further education and training

After successfully completing this qualification, you may like to go on to further study in the same or a similar subject. This might include:

¨  NCFE Level 3 Certificate in Cover Supervision of Pupils in Schools

¨  NCFE Level 3 Certificate in Supporting Teaching and Learning in Schools

¨  NCFE Level 3 Diploma in Specialist Support for Teaching and Learning in Schools

Section 2 - Planning and tracking your assessment

Completing your learning log

This section of the log will help you keep track of the work you’ve done and the work you still need to do to finish your portfolio.

It will also help your Tutor/Assessor, Internal and External Moderators find their way around your portfolio so they can assess it or check it. Your Tutor/Assessor will make sure you’re completing your log correctly.

Overleaf is a sample page similar to those you’ll find in the rest of this log. Use the columns to write down what evidence you’ve put in your portfolio and to show your Tutor/Assessor and the Internal and External Moderators where it’s located.

You and your Tutor/Assessor and/or an independent witness must sign and date the individual pieces of work in your portfolio. Once you’ve completed your portfolio, your Tutor/Assessor will sign the front of the log, to show that they’re satisfied you’ve completed it correctly.

Section 2 - Planning and tracking your assessment – Example unit – Customer Care

What you’ve done to show this / Portfolio page number / Additional links to evidence / IM/EM signature if sampled
You will: Understand customer care
You can:
1.1 Demonstrate effective
‘customer care’ / Observation on placement / 3 / 21, 24
1.2 Identify the benefits of
good customer care / Report / 2 / 7
1.3 Describe the effects of
poor customer care / Project / 8-11 / 6

Unit 01 Understand child and young person development

What you’ve done to show this / Portfolio page number / Additional links to evidence / IM/EM signature if sampled
You will: Understand the expected pattern of development for children and young people from birth - 19 years
You can:
1.1 Explain the sequence and rate of each aspect of development from birth – 19 years
1.2 Explain the difference between sequence of development and rate of development and why the difference is important
You will: Understand the factors that influence children and young people’s development and how these affect practice
You can:
2.1 Explain how children and young people’s development is influenced by a range of personal factors
2.2 Explain how children and young people’s development is influenced by a range of external factors
2.3 Explain how theories of development and frameworks to support development influence current practice

Unit 01 Understand child and young person development

You will: Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern
You can:
3.1 Explain how to monitor children and young people’s development using different methods
3.2 Explain the reasons why children and young people’s development may not follow the expected pattern
3.3 Explain how disability may affect development
3.4 Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern

Unit 01 Understand Child and Young Person Development

You will: Understand the importance of early intervention to support the speech, language and communication needs of children and young people
You can:
4.1 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition
4.2 Explain how multi agency teams work together to support speech, language and communication
4.3 Explain how play and activities are used to support the development of speech, language and communication
You will: Understand the potential effects of transitions on children and young people’s development
You can:
5.1 Explain how different types of transitions can affect children and young people’s development
5.2 Evaluate the effect on children and young people of having positive relationships during periods of transition

Unit 02 Understand how to safeguard the wellbeing of children and young people

What you’ve done to show this / Portfolio page number / Additional links to evidence / IM/EM signature if sampled
You will: Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people
You can:
1.1 Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people
1.2 Explain child protection within the wider concept of safeguarding children and young people
1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people
1.4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice
1.5 Explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing

Unit 02 Understand how to safeguard the wellbeing of children and young people

You will: Understand the importance of working in partnership with other organisations to safeguard children and young people
You can:
2.1 Explain the importance of safeguarding children and young people
2.2 Explain the importance of a child or young person centred approach
2.3 Explain what is meant by partnership working in the context of safeguarding
2.4 Describe the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed

Unit 02 Understand how to safeguard the wellbeing of children and young people

You will: Understand the importance of ensuring children and young people’s safety and protection in the work setting
You can:
3.1 Explain why it is important to ensure children and young people are protected from harm within the work setting
3.2 Explain policies and procedures that are in place to protect children and young people and adults who work with them
3.3 Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistleblowers and those whose practice or behaviour is being questioned are protected
3.4 Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits

Unit 02 Understand how to safeguard the wellbeing of children and young people

You will: Understand how to respond to evidence or concerns that a child or young person has been abused or harmed
You can:
4.1 Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding
4.2 Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting
4.3 Explain the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged

Unit 02 Understand how to safeguard the wellbeing of children and young people

You will: Understand how to respond to evidence or concerns that a child or young person has been bullied
You can:
5.1 Explain different types of bullying and the potential effects on children and young people
5.2. Outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place
5.3 Explain how to support a child or young person and/or their family when bullying is suspected or alleged

Unit 02 Understand how to safeguard the wellbeing of children and young people

You will: Understand how to work with children and young people to support their safety and wellbeing
You can:
6.1 Explain how to support children and young people’s self-confidence and self-esteem
6.2 Analyse the importance of supporting resilience in children and young people
6.3 Explain why it is important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety
6.4 Explain ways of empowering children and young people to make positive and informed choices that support their well being and safety

Unit 02 Understand how to safeguard the wellbeing of children and young people

You will: Understand the importance of e-safety for children and young people
You can:
7.1 Explain the risks and possible consequences for children and young people of being online and of using a mobile phone
7.2 Describe ways of reducing risk to children and young people from:
• social networking
• internet use
• buying online
• using a mobile phone

Unit 03 Communication and professional relationships with children, young people and adults

What you’ve done to show this / Portfolio page number / Additional links to evidence / IM/EM signature if sampled
You will: Understand the principles of developing positive relationships with children, young people and adults
You can:
1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults
1.2 Explain the principles of relationship building with children, young people and adults
1.3 Explain how different social, professional and cultural contexts may affect relationships and the way people communicate

Unit 03 Communication and professional relationships with children, young people and adults