Qualification Purpose:

This unit focuses on the importance of developing and maintaining effective communication and professional relationships with children, young people, and adults in an educational setting. Communication is at the heart of supportive and collaborative learning environments, and this unit helps learners build the skills necessary to foster trust, mutual respect, and a positive atmosphere for learning. Learners will explore the principles of building relationships, the factors that influence interactions—including cultural and professional contexts—and how to manage disagreements constructively. It also covers the practical application of communication techniques and the importance of adapting communication styles to suit different individuals and scenarios. Additionally, the unit highlights the legal and organisational frameworks surrounding confidentiality, information sharing, and data protection. By understanding these principles, learners will be better equipped to handle sensitive information and contribute to a safe and respectful environment. This unit is essential for anyone working in schools or childcare settings and aims to build the interpersonal and professional communication skills that underpin successful support roles.

This unit provides learners with a broad understanding of the structure and functioning of schools within the wider education system. It introduces the types of schools, educational stages, and governance models that exist in the UK, while also exploring how schools operate in line with national and local policies. Learners will examine the strategic roles within schools—including governors, teachers, support staff, and external professionals—and how these contribute to the effective running of the institution. The unit also explores the significance of a school’s ethos, mission, aims, and values, and how these are communicated and embedded into daily practice. A substantial focus is placed on the legislative and policy framework affecting schools, including health and safety, equality, and safeguarding requirements. Learners will gain insight into how policies are developed, implemented, and reviewed, and how these policies help shape the learning environment and promote student welfare. Finally, the unit considers the school’s role within the broader community, including collaboration with other organisations and the influence of governmental bodies. This knowledge is vital for anyone in a support role, ensuring they understand the systemic, procedural, and ethical landscape in which schools operate.

This unit explores the holistic development of children and young people from birth to 19 years, enabling learners to understand the typical patterns of physical, intellectual, language, emotional, and social development. It provides a strong foundation for recognising what is expected at different ages and stages, helping support staff to identify individual needs and tailor interventions effectively. The unit examines the personal and external factors that influence development, including health, disability, environment, and family background. It also introduces key theories of development and how they inform current educational and care practices. Learners will gain the skills to monitor development, recognise when progress is not following expected patterns, and understand the types of interventions that can help. Special emphasis is placed on early identification and support—particularly in the context of speech, language, and communication needs—and the critical role of multi-agency collaboration. The unit also covers how transitions (such as moving home, family separation, or progressing to a new school) can impact a child’s development and how supportive relationships can mitigate potential negative effects. This comprehensive understanding of development is vital for professionals working in education and care settings. It ensures that learners are equipped to recognise individual differences, respond sensitively, and support children and young people through various stages and challenges in their growth.

This essential safeguarding unit equips learners with the knowledge to protect the wellbeing of children and young people in educational settings. It covers legislation, policies, and procedures, as well as the importance of a child-centred approach to protection. Learners explore how to respond appropriately to signs of abuse, neglect, or bullying, and how to report concerns following correct protocols. The unit also highlights the role of multi-agency collaboration in safeguarding and examines the importance of early intervention. It delves into safe information sharing, confidentiality, and professional responsibility, while also teaching how to empower children and promote their resilience and self-protection strategies.

This unit helps learners develop the skills to effectively support the assessment of learners in schools. It focuses on understanding the purpose of assessment, particularly formative assessment, and how it can drive learning progress. Learners will apply a range of assessment strategies, provide constructive feedback, and support learners in reviewing their own progress and setting targets. The unit also explores the importance of using assessment outcomes to inform teaching practices and contribute to the planning of future learning. Reflective practice and collaboration with the teacher are key components throughout.

This practical unit enables learners to support teachers in planning, preparing, delivering, and evaluating learning activities. Learners will understand how to prepare resources, adapt materials, and support different learning needs including literacy, numeracy, ICT, and problem-solving skills. The unit covers strategies for engaging pupils, promoting independence, and maintaining a safe learning environment. It also includes techniques for observing and recording learner progress, contributing to evaluation, and using feedback to improve personal performance.

This unit encourages learners to reflect on their own practice and engage in continuous professional development. Learners will evaluate their skills, receive feedback, and create personal development plans aligned with professional standards. By understanding the impact of values, beliefs, and past experiences on current practice, learners will be empowered to improve the quality of support they provide. The unit promotes self-awareness, goal setting, and using reflective practice to enhance performance in a school setting.

This unit supports learners in understanding how to promote positive behaviour and respond to challenging behaviour within a school setting. It examines behaviour policies, setting boundaries, encouraging appropriate conduct, and creating a supportive atmosphere for learning. Learners will implement behaviour management strategies and promote respect, responsibility, and emotional development among children and young people. The unit also covers conflict resolution, bullying intervention, and contributing to behaviour policy reviews.

Action research is a powerful method for educators and practitioners to reflect on, improve, and transform their own teaching or professional practice. This course introduces the core principles and stages of action research, enabling participants to explore real-world challenges, implement solutions, and evaluate impact within their own educational or training settings. This unit is ideal for teachers, trainers, support staff, and education professionals who are interested in driving continuous improvement through evidence-based inquiry. Whether working in schools, colleges, adult education, or vocational settings, learners will gain the tools to critically examine their practice and make informed changes. Throughout the course, learners will explore how to identify an area for development, design a research question, gather relevant data, and implement change in a structured and reflective way. The course covers both qualitative and quantitative research methods, ethical considerations, and how to analyse and present findings meaningfully. Participants will be encouraged to view action research as a cycle of inquiry—plan, act, observe, reflect—and to use the outcomes to enhance both learner experience and professional effectiveness. By the end of the course, learners will have developed and documented their own small-scale action research project, gaining not only practical insight but also confidence in using research to inform everyday practice. These skills are essential for educators committed to innovation, reflection, and sustained professional growth. This unit gives learners a comprehensive understanding of how to support the health and safety of children and young people. It covers planning safe environments, conducting risk assessments, and managing hazards both on and off site. Learners will also learn how to empower children to assess and manage risks themselves, balancing safety with independence. It includes emergency procedures, accident reporting, and the implementation of legislation and organisational policies.

High-quality teaching depends not only on subject knowledge but also on the effective use of resources that support and enrich learning. This course focuses on how to develop, adapt, and organise teaching and learning resources within a specific subject or vocational area to enhance learner engagement and achievement. This unit is ideal for teachers, trainers, and education professionals delivering in subject-specialist contexts—whether in academic, vocational, or workplace settings. It is particularly suited to those who want to refine how they design, manage, and evaluate the resources used in their practice. Throughout the course, learners will explore how to select or create resources that are aligned with curriculum aims, inclusive of diverse learner needs, and suitable for different delivery methods—whether face-to-face, blended, or online. The unit covers a range of resource types, including physical materials, digital tools, multimedia content, and learner-generated materials. Learners will also consider how to organise and manage resources effectively within their specialist area, ensuring they are accessible, up to date, and used efficiently to support progression. Attention is given to copyright and intellectual property considerations, as well as evaluating resource effectiveness through learner feedback and reflective practice. By the end of the course, participants will be confident in designing and implementing resource strategies that enhance learning, support differentiation, and reflect the needs of their subject and learners. These skills are essential for educators who want to make their teaching more resourceful, relevant, and responsive to their specialist field. This unit focuses on building and maintaining professional relationships in school environments. Learners will explore effective communication techniques, how to foster trust, and how to resolve misunderstandings or conflicts with children, young people, and colleagues. It includes guidance on supporting positive peer relationships, modelling respectful behaviour, and adapting communication to suit various contexts and needs. Confidentiality and appropriate information sharing are also key aspects of the unit.

This unit enables learners to understand the importance of promoting equality, diversity, and inclusion in educational settings. It explores current legislation, the effects of discrimination, and how inclusive practices contribute to a supportive and respectful learning environment. Learners will apply practical strategies to challenge discrimination, remove participation barriers, and ensure all children and young people feel valued and supported. The unit also emphasises self-reflection and the influence of personal values and attitudes on professional practice.