Core

This unit is part of the T Level Technical Qualification in Education and Childcare and has the following learning outcomes and assessment criteria:

1. Element 1: Wider context
   1. 1.1 The student must understand the differences between a range of childcare and education provision, 0 to 19 years
   2. 1.2 The student must understand the different responsibilities of each of the identified roles, the entry requirements and possible career progression routes in the sector
2. Element 2: Supporting education
   1. 2.1 The student must understand the origin and purpose of the early years foundation stage and the national curriculum from key stage 1 to key stage 4
   2. 2.2 The student must understand how teachers/practitioners can effectively support children and young people in their education
   3. 2.3 The student must understand the key concepts underpinning a range of theoretical approaches, the strengths and criticisms of each approach, and how they complement each other to inform practice
   4. 2.4 The student must understand the definition of metacognition: an understanding and awareness of one’s own mental processes
   5. 2.5 The student must understand how practitioners provide effective feedback and why it is important in supporting children’s/young people’s educational development
   6. 2.6 The student must understand why up-to-date and appropriate technology is important to effectively support children’s/young people’s educational development
   7. 2.7 The student must understand how personal, educational and environmental factors may affect engagement and development in reading, literacy and mathematics
3. Element 3: Safeguarding, health and safety and wellbeing
   1. 3.1 The student must understand the legal requirements and guidance relating to security, confidentiality of information, safeguarding health, safety and wellbeing
   2. 3.2 The student must understand how the following statutory guidance informs safeguarding policies and procedures in educational settings
   3. 3.3 The student must understand how the following legislation informs organisational policies and procedures for recording, storing and sharing information on children’s/young people’s progress, needs and welfare
   4. 3.4 The student must understand the importance of children’s and young people’s emotional health and its impact on their overall wellbeing
   5. 3.5 The student must understand the difference between a child/young person ‘at risk’ and a child/young person ‘in need’
   6. 3.6 The student must understand the factors that may indicate that a child/young person is in danger or at risk of abuse
   7. 3.7 The student must understand the legal definition of a position of trust, as defined by The Sexual Offences (Amendment) Act 2000, and how power and influence can be used and abused when working with children and young people
   8. 3.8 The student must understand a range of indicators that an adult in the setting may have inappropriate relationships with children and young people
   9. 3.9 The student must understand how abuse, neglect, bullying, persecution and violence may impact on children’s and young people’s development and behaviour
4. Element 4: Behaviour
   1. 4.1 The student must understand how the stages of children’s and young people’s social, emotional and physical development may inform their behaviour, and how practitioners can use this information to meet children’s/young people’s needs
   2. 4.2 The student must understand how a range of individual, environmental and educational factors can influence children’s and young people’s behaviour
   3. 4.3 The student must understand the link between self-esteem, identity and unwanted behaviour. This must include the effects of over-confidence as well as low self-esteem
   4. 4.4 The student must understand how the following three elements inform children’s/young people’s self-concept
   5. 4.5 The student must understand the importance of children and young people knowing how to adapt their behaviour to different social contexts
   6. 4.6 The student must understand why it is important to set and follow behaviour management policy and processes
   7. 4.7 The student must understand how the following home, family circumstances and care history can affect children’s and young people’s behaviour
   8. 4.8 The student must understand how children/young people may respond to both positive and negative verbal and non-verbal communication from adults
   9. 4.9 The student must understand how and why practitioners use positive approaches to motivate children’s/young people’s behaviour, attainment and achievement
   10. 4.10 The student must understand how and why practitioners use a range of strategies for setting clear expectations of behaviour
   11. 4.11 The student must understand how and why practitioners use a range of strategies to support children and young people to develop self-regulation and resilience
   12. 4.12 The student must understand how and why practitioners use a range of strategies to deal with inappropriate behaviour
   13. 4.14 The student must understand how practitioners assess risks to their own and others’ safety when dealing with challenging behaviour,
5. Element 5: Parents, families and carers
   1. 5.1 The student must understand the advantages of working with parents, carers and wider families to support children and young people
   2. 5.2 The student must understand the characteristics of the following family structures
   3. 5.3 The student must understand the possible barriers to effective partnerships with parents, carers and wider families
   4. 5.4 The student must understand where to find a range of reliable resources to support parents, carers and wider families
6. Element 6: Working with others
   1. 6.1 The student must understand how agencies and services support children, parents/carers and wider families
   2. 6.2 The student must understand the roles of other professionals in supporting children, parents/carers and families,
   3. 6.3 The student must understand how to work collaboratively with other agencies and professionals
   4. 6.4 The student must understand why practitioners establish and maintain professional boundaries and relationships with children/young people, families and other professionals
7. Element 7: Child development
   1. 7.1 The student must understand the expected patterns of children’s/young people’s development, in infancy, early childhood, middle childhood and adolescence
   2. 7.2 The student must understand the key concepts of attachment theory and how early attachments influence adult relationships
   3. 7.3 The student must understand the differences between receptive and expressive language
   4. 7.4 The student must understand how practitioners, parents, carers and other professionals can promote language development at different ages
   5. 7.5 The student must understand how children and young people develop friendships from infancy through to adolescence, with reference to Robert Selman’s 5-level framework for understanding developmental trends in children’s friendships
   6. 7.6 The student must understand the difference between expected and unexpected transitions, and how these may affect children in positive or negative ways
8. Element 8: Observation and assessment
   1. 8.1 The student must understand the purpose of national assessments and benchmarks
   2. 8.2 The student must understand the different purposes of formative and summative assessment
   3. 8.3 The student must understand the purpose of accurately observing, recording and reporting on children’s and young people’s participation, conceptual understanding and progress
   4. 8.4 The student must understand the different roles that practitioners play in assessment processes and requirements
9. Element 9: Reflective practice
   1. 9.1 The student must understand the key concepts of the following models of reflection
   2. 9.2 The student must understand the following current priorities and debates in education
   3. 9.3 The student must understand the importance of receiving ongoing developmental feedback
   4. 9.4 The student must understand how practitioners can meet their own developmental needs
10. Element 10: Equality and diversity
    1. 10.1 The student must understand the basic principles of the following laws, regulations and codes of practice in relation to equality, diversity and human rights
    2. 10.2 The student must understand the links between legal requirements and organisational policies and procedures relating to equality, diversity, discrimination, confidentiality and the rights of children and young people
    3. 10.3 The student must understand why it is important to promote equality, diversity and inclusion
    4. 10.4 The student must understand the consequences of labelling children and young people
    5. 10.5 The student must understand the impact of a range of barriers to children’s/young people’s participation
11. Element 11: Special educational needs and disability
    1. 11.1 The student must understand the statutory duties and responsibilities of practitioners supporting children/young people with SEND
    2. 11.2 The student must understand how the following professionals and organisations support children/young people with special educational needs and disabilities
    3. 11.3 The student must understand the principles of integration and inclusion, and the differences between them
    4. 11.4 The student must understand appropriate terminology to use when discussing the needs of children/young people with SEND
    5. 11.5 The student must understand the difference between the medical and social models of disability, with reference to examples of how the social model has changed access and participation for people with disabilities
    6. 11.6 The student must understand how a primary disability might affect children’s/young people’s development
    7. 11.7 The student must understand a range of cognitive skills necessary for effective educational development, and how single or multiple disabilities might affect these
    8. 11.8 The student must understand how cognitive difficulties may have an impact on language, communication and educational development
    9. 11.9 The student must understand how a chronic condition may affect children’s/young people’s emotions, education, behaviour and quality of life
    10. 11.10 The student must understand how adults can remove barriers in order to empower and value children and young people, depending on their specific learning difficulty, medical condition or disability
    11. 11.11 The student must understand when and how speech can be supplemented or replaced by augmentative and alternative communication (AAC)
12. Element 12: English as an additional language
    1. 12.1 The student must understand the characteristics of the 5 stages of acquiring an additional language
    2. 12.2 The student must understand how a range of factors might affect language acquisition
    3. 12.3 The student must understand how a child’s/young person’s home language affects their education and development
    4. 12.4 The student must understand the communication, social and emotional needs of children/young people being taught EAL
    5. 12.5 The student must understand how practitioners can use a range of strategies to support children/young people being taught EAL