Teaching Standards
Guidance on the national occupational standards for supporting teaching and learning in schools
National occupational standards for supporting teaching and learning in schools: unit titles and their elements
The national occupational standards for supporting teaching and learning in schools (STL NOS) can be found on the national database of national occupational standards (www.ukstandards.org) or downloaded from the TDA website at www.tda.gov.uk/stlnosunits.
Unit title
Elements
STL1 Provide support for learning activities
1.1 Support the teacher in planning learning activities 1.2 Support the delivery of learning activities
1.3 Support the teacher in the evaluation of learning activities
STL2 Support children’s development (CCLD 203)
2.1 Contribute to supporting children’s physical development and skills
2.2 Contribute to supporting children’s emotional and social development
2.3 Contribute to supporting children’s communication and intellectual development 2.4 Contribute to planning to meet children’s development needs
Training and Development Agency for Schools
Page 1 of 13
About NOS
This unit is about support provided to the teacher and pupils to ensure effective teaching and learning. It involves agreeing with the teacher the individual’s role in supporting planned learning activities, providing the agreed support and giving feedback to the teacher about how well the activity went. The learning activities may be for individual pupils, groups of pupils or the whole class. However the contribution to supporting the learning activities is likely to involve working only with individuals or small groups. The learning activities may be delivered in the classroom or any setting where teaching and learning takes place such as field studies, educational visits, extended hours provision and study support arrangements. routine observation of children and young people's development in everyday work. It is a competence that requires knowledge and understanding of children and young people's development from 0 to 16 years and the ability to demonstrate competence with the children/young people the individual is working with. It covers observing children/young people, sharing observational findings, contributing to the implementation of activities to support development and contributing to planning to meet children and young people's needs.
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
STL3 Help to keep children safe (CCLD202)
STL4 Contribute to positive relationships (CCLD 201)
STL5 Provide effective support for your colleagues
STL6 Support literacy and numeracy activities
Elements
3.1 Prepare and maintain a safe environment
3.2 Deal with accidents, emergencies and illness 3.3 Support the safeguarding of children from abuse 3.4 Encourage children’s positive behaviour
4.1 Interact with and respond to children
4.2 Interact with and respond to adults
4.3 Communicate with children
4.4 Communicate with adults
5.1 Maintain working relationships with colleagues 5.2 Develop your effectiveness in a support role 6.1 Support pupils with activities to develop literacy skills
6.2 Support pupils with activities to develop numeracy skills
STL8 Use information and communication technology to support pupils’ learning
7.1 Prepare ICT resources for use in teaching and learning
7.2 Support the use of ICT resources for teaching and learning
8.1 Prepare for using ICT to support pupils’ learning 8.2 Support pupils’ learning through ICT
STL9 Observe and report on pupil performance
9.1 Observe pupil performance
9.2 Report on pupil performance
STL7 Support the use of information and communication technology for teaching and learning
Training and Development Agency for Schools
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About NOS
This unit is about keeping children and young people safe during day-to-day work activities. It covers responding to accidents, emergencies and illness, and requires familiarity with and the ability to set in motion safety, safeguarding and welfare procedures, according to the policies and procedures of the setting. interacting with and responding positively to children, young people and adults.
It includes verbal and non-verbal communication skills involved when working with children and young people, and when dealing with adults, together with the importance of valuing people equally. being an effective member of the school staff. It involves working effectively with colleagues and taking an active role in developing skills and expertise. working under the direction of the teacher to help pupils to participate in whole class, group and individual learning activities for literacy/numeracy development.
It involves discussing with the teacher how the learning activities are to be organised, and what the support role will be, providing the agreed support and giving feedback to the teacher about how well the activities went and how the pupil(s) responded to them. making sure that ICT resources are available and ready to use when required and helping the teacher and/or pupils to use the resources safely and effectively. using ICT to promote pupils’ learning. It involves preparing for using ICT within the teaching and learning programme, supporting pupils to use ICT resources, and evaluating the effectiveness of ICT in promoting pupils’ learning. carrying out, and reporting on, systematic observations of pupils to gather evidence of their knowledge, understanding and skills upon which the teacher makes judgements about their stage of development.
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
STL10 Support children’s play and learning (CCLD
206)
STL11 Contribute to supporting bilingual/multilingual pupils
STL12 Support a child with disabilities or special educational needs (CCLD
209)
STL13 Contribute to moving and handling individuals
(HSC223)
STL14 Support individuals during therapy sessions
(HSC212)
Elements
10.1 Participate in activities to encourage communication and language
10.2 Provide opportunities for children’s drama and imaginative play
10.3 Encourage children to be creative
10.4 Support physical play
10.5 Encourage children to explore and investigate 11.1 Contribute to supporting bilingual/multilingual pupils to develop skills in the target language
11.2 Support bilingual/multilingual pupils during learning activities
12.1 Support a child with disabilities or special educational needs by providing care and encouragement 12.2 Provide support to help the child to participate in activities and experiences
12.3 Support the child and family according to the procedures of the setting
13.1 Prepare individuals, environments and equipment for moving and handling
13.2 Enable individuals to move from one position to another
14.1 Prepare and maintain environments, equipment and materials prior to, during and after therapy sessions
14.2 Support individuals prior to and within therapy sessions
14.3 Observe and provide feedback on therapy sessions Training and Development Agency for Schools
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About NOS
This unit is about
supporting children’s learning through play. Although it was developed for work with young children in their pre-school years and in play-based early education it is also applicable to working with children in the early years of formal education in schools.
support provided to bilingual/multilingual pupils for language development and learning in the appropriate second or additional language. It is applicable for support provided for English as an additional language (EAL), or Welsh or
Gaeilge as a second language
providing care and encouragement to the child or young person, supporting them to participate in activities, and supporting the family according to the role and the procedures of the setting.
the need to be able to move, handle and reposition individuals.
supporting therapists and individuals before, during and following therapy sessions. It covers preparations for the therapy session, supporting therapy sessions and contributing to the review of therapy sessions.
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
STL15 Support children and young people’s play (PW2)
Elements
15.1 Create a range of environments for children and young people’s play
15.2 Offer a range of play opportunities to children and young people
15.3 Support children and young people’s rights and choices in play
15.4 End play sessions
STL16 Provide displays
(IL3/10)
16.1 Set up displays
16.2 Maintain and dismantle displays
STL17 Invigilate tests and examinations 17.1 Prepare to run tests and examinations
17.2 Implement and maintain invigilation requirements STL18 Support pupils’ learning activities
18.1 Support learning activities
18.2 Promote independent learning
STL19 Promote positive behaviour 19.1 Implement agreed behaviour management strategies 19.2 Support pupils in taking responsibility for their learning and behaviour
Training and Development Agency for Schools
Page 4 of 13
About NOS
This unit is about
providing opportunities for children and young people to experience a variety of play environments that stimulate them and provide opportunities for risk, challenge and personal growth.
setting up and removing displays. It involves identifying the purpose of the display, designing the display, deciding what it will contain, and gathering together materials for the display. It also covers ensuring the display is safe, keeping it tidy and removing the display when it is no longer required. In schools, the teacher would advise on the purpose, content and nature of displays and pupils will be active participants in providing materials for display. running tests and examinations in the presence of the candidates. It includes preparing the examination room and resources, bringing candidates into the room, and running the test or examination session according to the centre’s procedures. It also covers dealing with specific situations such as access arrangements, emergencies and suspicion of malpractice. support provided to the teacher and pupils to ensure effective teaching and learning. It involves identifying what needs to be done to support planned learning activities and promote independent learning, providing the agreed support and giving feedback to the teacher about progress made by the pupils.
The learning activities may be delivered in the classroom or any setting where teaching and learning takes place such as field studies, educational visits, extended hours provision and study support arrangements. The learning activities may be for individual pupils, groups of pupils, or the whole class and may be delivered in the absence of the teacher, eg. when providing cover supervision or working with pupils outside of the classroom. implementing agreed behaviour management strategies to promote positive behaviour and supporting pupils to manage their own behaviour.
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
STL21 Support the development and effectiveness of work teams
Elements
20.1 Develop relationships with children
20.2 Communicate with children
20.3 Support children in developing relationships 20.4 Communicate with adults
21.1 Contribute to effective team practice
21.2 Contribute to the development of the work team STL22 Reflect on and develop practice
(CCLD 304)
22.1 Reflect on practice
22.2 Take part in continuing professional development STL23 Plan, deliver and evaluate teaching and learning activities under the direction of a teacher
23.1 Plan teaching and learning activities under the direction of a teacher
23.2 Deliver teaching and learning activities
23.3 Evaluate teaching and learning activities and outcomes
STL24 Contribute to the planning and evaluation of teaching and learning activities 24.1 Contribute to the planning of teaching and learning activities
24.2 Contribute to the evaluation of teaching and learning activities
STL20 Develop and promote positive relationships (CCLD 301)
Training and Development Agency for Schools
Page 5 of 13
About NOS
This unit is about developing and promoting positive relationships with children and young people, communicating with children/young people and adults, and fostering positive relationships between children/young people and with other adults. It is appropriate for all settings and services where children and young people are present. being an effective member of a work team. It involves taking an active role in supporting and developing team effectiveness. needing to reflect on practice. Self-evaluation and reflection will enable the individual to learn and develop their practice. It also includes taking part in continuing professional development and how this has been used to develop their practice. planning and delivering teaching and learning activities to complement, reinforce or extend teaching and learning planned and delivered by the teacher. It also involves monitoring and providing feedback on pupil participation and progress, and the individual evaluating their contribution to the learning activity. The teaching and learning activities will be for individual pupils or small groups of pupils and delivered alongside or close to the teacher who remains in overall charge of the whole class. They may be delivered in the classroom or any setting where teaching and learning takes place such as field studies, educational visits, extended hours provision and study support arrangements.
Planning, implementation and evaluation will also cover any partnership working with the teacher as part of the overall lesson plan, for example when working with the whole class in a plenary session. Teaching and learning activities should take place under the direction and supervision of a qualified teacher in accordance with arrangements made by the headteacher of the school. helping the teacher to plan how teaching and learning activities will be implemented, including the individual’s role in supporting the activities, and sharing their views and opinions with the teacher about how well the activities achieved the learning objectives. The teaching and learning activities may be for individual pupils, groups of pupils, or the whole class. The teaching and learning activities may be delivered in the classroom or any setting where teaching and learning takes place such as field studies, educational visits, extended hours provision and study support arrangements.
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
STL25 Support literacy development Elements
25.1 Support pupils to develop their reading skills 25.2 Support pupils to develop their writing skills 25.3 Support pupils to develop their speaking/talking and listening skills
This unit is about working with the teacher to support pupils during whole-class, group and individual learning activities for literacy development. It involves discussing with the teacher how the learning activities are to be organised, and the individual’s role will be, providing the agreed support and giving feedback to the teacher about pupil progress in developing literacy skills.
STL26 Support numeracy development 26.1 Support pupils to develop numeracy skills
26.2 Support pupils to use and apply mathematics working under the direction of the teacher to support pupils during whole-class, group and individual learning activities for numeracy development. It involves discussing with the teacher how the learning activities are to be organised, and the individual’s role will be, providing the agreed support and giving feedback to the teacher about pupil progress in developing mathematical knowledge, understanding and skills.
STL27 Support implementation of the early years curriculum
27.1 Contribute to planning implementation of the early years curriculum
27.2 Support teaching and learning activities to deliver the early years curriculum
27.3 Contribute to the monitoring and assessment of children's progress
working with teachers to support young children’s early learning and experience of curriculum subjects. Early education frameworks vary between the four home countries and they will need to be related to the individual’s own country and workplace. STL28 Support teaching and learning in a curriculum area 28.1 Develop, use and improve your own subject knowledge to support teaching and learning 28.2 Develop and evaluate materials to support teaching and learning in a curriculum area
developing and using subject knowledge and skills to support teaching and learning in a curriculum area. It does not, however, cover the specialist technical functions carried out by technicians, librarians and ICT professionals which are covered in separate sets of national occupational standards. Subject or curriculum area refers to all forms of organised learning experienced across the curriculum. For example, area of learning in the foundation stage, broad areas of curricular experience and learning through play in the early years, thematically structured work in the primary phase, single subjects, vocational subjects and cross-curricular work in the 14–19 phase.
STL29 Observe and promote pupil performance and development
29.1 Observe and report on pupil performance and development
29.2 Promote pupil performance and development carrying out, and reporting on, systematic observations of pupils to gather evidence of their knowledge, understanding and skills, and working with the teacher to plan and improve the support the individual provides to promote pupil performance and development.
Training and Development Agency for Schools
Page 6 of 13
About NOS
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
STL30 Contribute to assessment for learning
STL31 Prepare and maintain the learning environment STL32 Promote the transfer of learning from outdoor experiences (SkillsActive
D35)
STL33 Provide literacy and numeracy support to enable pupils to access the wider curriculum Elements
30.1 Use assessment strategies to improve learning 30.2 Support pupils in reviewing their own learning 31.1 Prepare the learning environment
31.2 Prepare learning materials for use
31.3 Monitor and maintain the learning environment and resources
32.1 Facilitate learning through individual and shared reflection on experience
32.2 Help participants identify how they can transfer learning to other aspects of their lives 33.1 Provide literacy support to help pupils to access the wider curriculum
33.2 Provide numeracy support to help pupils to access the wider curriculum
This unit is about using assessment for learning strategies as agreed with the teacher to promote pupils’ learning. This includes supporting pupils to review their own learning and identify their own emerging learning needs.
This unit is about ensuring that learning environments, learning resources and materials are available and ready for use when needed. It involves setting out the learning environment and preparing materials for planned learning activities as well as helping to maintain the learning environment and resources during and between lessons. working with pupils to help them reflect on what they have learned outside of the classroom and how they might transfer this learning to other parts of their learning programmes and other aspects of their lives.
support given to pupils to help them cope with the literacy and numeracy demands of learning activities designed to develop subject knowledge and skills.
STL34 Support gifted and talented pupils
34.1 Work with others to develop learning programmes for gifted and talented pupils
34.2 Support learning activities for gifted and talented pupils
support the individual provides to gifted and talented pupils. This involves working with a range of people to develop learning programmes and then supporting learning activities for pupils. Involving the pupils in negotiating learning objectives and planning for further learning is a key aspect of this unit.
Teaching and learning activities should take place under the direction and supervision of a qualified teacher in accordance with arrangements made by the headteacher of the school.
STL35 Support bilingual/multilingual pupils
35.1 Support development of the target language 35.2 Support bilingual/multilingual pupils in accessing the curriculum
support provided to bilingual/multilingual pupils for language development and learning across the curriculum in the appropriate second or additional language.
It is provide support for English as an additional language (EAL), or Welsh or
Gaeilge as a second language.
Training and Development Agency for Schools
Page 7 of 13
About NOS
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
STL36 Provide bilingual/multilingual support for teaching and learning STL37 Contribute to the prevention and management of challenging behaviour in children and young people (HSC326)
STL38 Support children with disabilities or special educational needs and their families (CCLD 321)
Elements
36.1 Contribute to the assessment of bilingual/multilingual pupils
36.2 Provide bilingual/multilingual support for teachers and pupils
36.3 Support communication with families of bilingual/multilingual pupils
37.1 Work with children and young people to identify goals and boundaries for acceptable behaviour
37.2 Support children and young people to manage challenging behaviour
37.3 Enable children and young people to recognise and understand their behaviour and its consequences
38.1 Contribute to the inclusion of children with disabilities and special educational needs
38.2 Help children with disabilities and special educational needs to participate in the full range of activities and experiences
38.3 Support families to respond to children's needs STL39 Support pupils with communication and interaction needs
39.1 Support pupils with communication and interaction needs to maximise learning
39.2 Support pupils with communication and interaction needs to develop relationships with others
STL40 Support pupils with cognition and learning needs 40.1 Support pupils with cognition and learning needs during learning activities
40.2 Support pupils with cognition and learning needs to develop effective learning strategies Training and Development Agency for Schools
Page 8 of 13
About NOS
This unit is about providing bilingual/multilingual support for teaching and learning. It involves using the pupils’ first language to assist with assessing their educational abilities and linguistic support needs, providing bilingual/multilingual support for teaching and learning, and liaising with families to promote pupils’ participation and progress in learning. It is provide support for English as an additional language
(EAL), or Welsh or Gaeilge as a second language.
negotiating boundaries to minimise challenging behaviour in children and young people. supporting disabled children or young people and/or children or young people with special educational needs or additional support needs. It involves working under the direction of a teacher to establish the strengths and needs of children/young people in partnership with their families and in collaboration with other agencies if appropriate. It also includes the identification and use of resources to enable inclusion and participation. support provided to pupils with severe and/or complex communication and interaction needs to enable them to maximise learning and develop relationships with others. The communication needs of pupils with severe and/or complex special educational or additional support needs may be both diverse and complex. Pupils may need help and support in acquiring literacy skills; using augmentative and alternative means of communication; developing language for a range of purposes; and organising and coordinating spoken and written
English.
support provided to pupils with cognition and learning needs to enable them to participate in learning activities and to develop effective learning strategies.
While individual needs will differ, most pupils with cognition and learning needs will require help with language, memory and reasoning skills; sequencing and organisational skills; understanding number; problem solving and concept development; and the improvement of fine and gross motor competences.
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
STL41 Support pupils with behaviour, emotional and social development needs
STL42 Support pupils with sensory and/or physical needs STL43 Assist in the administration of medication
(SfH CHS2)
STL44 Work with children and young people with additional requirements to meet their personal support needs (HSC315)
STL45 Promote children’s well-being and resilience
(CCLD 308)
Elements
41.1 Support the behaviour management of pupils with behaviour, emotional and social development needs
41.2 Support pupils with behaviour, emotional and social development needs to develop relationships with others
41.3 Support pupils with behaviour, emotional and social development needs to develop self-reliance and self-esteem
42.1 Enable pupils with sensory and/or physical needs to maximise learning
42.2 Implement structured learning programmes for pupils with sensory and/or physical needs
This is a single element unit
44.1 Support children and young people with additional requirements to identify and develop plans to meet their personal support needs
44.2 Support children and young people to address their personal support needs
44.3 Contribute to evaluating the effectiveness of activities to meet children and young people’s personal support needs
45.1 Enable children to relate to others
45.2 Provide a supportive and challenging environment 45.3 Enable children to take risks safely
45.4 Encourage children’s self-reliance, selfesteem and resilience
Training and Development Agency for Schools
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About NOS
This unit is about
support needed by pupils with behaviour, emotional and social development needs to help them develop effective behaviour management strategies, relationships with others, and self-reliance.
support provided to pupils with sensory and/or physical needs to enable them to maximise learning in individual, group and class activities, and provide structured programmes relevant to their additional support needs. assisting in the administration of medication to an individual pupil, or as part of a larger process where a “drug round” may be undertaken. The individual will always work with other staff within this context whose role is to lead the process and must always work within their role and area of delegated responsibility for the administration of medication. The administration may include medication(s) from various drug categories such as: general sales list; pharmacy only and prescription only
contributing to assessing and developing plans to meet the personal support needs of children and young people with additional requirements, and then implementing and evaluating the plans.
helping children or young people to develop self-reliance, self-esteem and emotional resilience. It is concerned with how practitioners provide an emotional environment that supports, affirms and values children and young people and helps them to manage their own feelings and their relationships with others.
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
STL46 Work with young people to safeguard their welfare (YW D4)
STL47 Enable young people to be active citizens
(YW A3)
STL48 Support young people in tackling problems and taking action (YW A4)
Elements
46.1 Promote a safe working environment for youth work
46.2 Work with young people to assess and manage risk
46.3 Assist individuals to take action when they are distressed
47.1 Assist young people to understand their communities and their own role within them 47.2 Enable young people to communicate their views and interests to others, and to negotiate and influence people and situations 48.1 Enable young people to tackle problems and plan action to achieve their goals and aspirations
48.2 Enable young people to take action based on their plans
48.3 Enable young people to reflect on and learn from their actions
This unit is about understanding and evaluating hazards and risks, and the individual carrying out their work safely and in accordance with organisational procedures. It is about enabling young people to assess risks, helping them to develop their confidence to manage them and offering appropriate support to individuals when they are in crisis. working with young people to enable them to investigate and understand the issues within their communities and their role within their community. It is about helping them to identify their power for action and enabling them to present their ideas and views to others.
enabling groups of young people to take responsibility for detailed planning, negotiation and prioritising their actions. It is about enabling young people to turn their plans into action, working with them to monitor progress and modify plans as required, and, finally, to identify what they have learned and consider their next steps.
STL49 Support children and young people during transitions in their lives
49.1 Recognise and respond to signs of transitions 49.2 Support children and young people to manage transitions in their lives
working with children or young people to identify significant transitions that may be occurring or are about to occur in their lives and providing support to enable them to manage them in a positive manner. Transitions are defined as any significant stage or experience in the life of a child or young person that can affect behaviour and/or development. Transitions include those that are common to all children and young people, such as moving school and puberty, and those that are particular only to some, such as bereavement and divorce.
Such transitions may be known and planned for or unexpected and unplanned.
STL50 Facilitate children and young people's learning and development through mentoring (LDSS 9)
50.1 Identify the learning and development needs of children and young people
50.2 Plan with children and young people how learning and development needs will be addressed through mentoring
50.3 Mentor children and young people to achieve identified outcomes
50.4 Review the effectiveness of mentoring with children and young people
role of individuals who facilitate children and young people's learning and development through mentoring. It is about providing support for the learning process rather than the assessment and teaching of pupils.
Training and Development Agency for Schools
Page 10 of 13
About NOS
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
STL51 Contribute to improving attendance
(LDSS 6)
STL52 Support children and families through home visiting (CCLD 331)
STL53 Lead an extracurricular activity
STL54 Plan and support self-directed play (PW9)
STL55 Contribute to maintaining pupil records
STL56 Monitor and maintain curriculum resources Elements
51.1 Contribute to monitoring attendance
51.2 Contribute to processes and procedures for improving attendance
52.1 Establish, develop and maintain relationships with families
52.2 Provide support for families
52.3 Liaise with colleagues, professionals and agencies to support families
53.1 Prepare children and young people for the activity
53.2 Introduce children and young people to the activity
53.3 Lead the activity
53.4 Maintain and encourage effective working relationships during the activity
54.1 Collect and analyse information on play needs and preferences
54.2 Plan and prepare play spaces
54.3 Support self-directed play
55.1 Collect and input pupil data
55.2 Contribute to maintaining the recordkeeping system
56.1 Monitor and maintain supplies of curriculum resources
56.2 Organise and maintain curriculum resources Training and Development Agency for Schools
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About NOS
This unit is about monitoring attendance to identify patterns of absence and lateness and working with families to find ways of helping the pupil to attend school more regularly.
visiting families in their homes to provide support for children or young people and their parents and families.
leading an extra-curricular activity, such as a club, recreational activity, sports team or performing arts activity, under the direction of the school but with limited supervision. identifying the play needs and preferences of children and young people, developing play spaces that will meet these needs and supporting children and young people during play. contributing to the maintenance of pupil records by updating individual records as agreed with the teacher or other relevant person within the school, and helping to maintain the record-keeping system. monitoring and maintaining resources to support curriculum delivery. It involves working with teachers and other relevant people to identify the resources required, maintaining supplies of resources, and carrying out routine maintenance and cleaning of resources. It does not, however, cover the specialist technical functions carried out by technicians, librarians and information and communication technology (ICT) professionals, which are covered in separate sets of national occupational standards.
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
Elements
STL57 Organise cover for absent colleagues
57.1 Arrange cover for absent colleagues
57.2 Monitor and review cover arrangements
STL58 Organise and supervise travel
(SkillsActive B228)
58.1 Make travel arrangements
58.2 Supervise travel
STL59 Escort and supervise pupils on educational visits and outof-school activities
STL60 Liaise with parents, carers and families
STL61 Provide information to aid policy formation and the improvement of practices and provision
(YW F1)
STL62 Develop and maintain working relationships with other practitioners STL63 Provide leadership for your team (M&L B5)
STL64 Provide leadership in your area of responsibility
(M&L B6)
59.1 Escort pupils on visits and out-of-school activities 59.2 Supervise pupils on visits and out-ofschool activities
60.1 Establish and maintain relationships with parents, carers and families
60.2 Facilitate information sharing between the school and parents, carers and families
61.1 Provide information and advice to aid the development of strategies, policies, practice and provision
61.2 Collect and present information to aid monitoring, review and improvement of performance 62.1 Maintain working relationships with other practitioners 62.2 Work in partnership with other practitioners This is a single element unit.
This is a single element unit.
Training and Development Agency for Schools
Page 12 of 13
About NOS
This unit is about organising cover when a teacher or support staff colleague normally responsible for teaching or supporting a particular class is absent from the classroom during the time they have been timetabled to teach/support. This includes absence which is known in advance (eg. where a colleague has a medical appointment or is undergoing professional development) and unexpected absence (eg. absence due to illness). organising and supervising travel for children, young people and adults. Travel may be ‘self-powered’, eg. on foot or by bicycle, in an owned or hired vehicle, or by public transport. maintaining the health, safety and well-being of pupils when outside the school setting. establishing and maintaining effective relationships and communication with parents, carers and families about the care and education of their children as directed by the school.
presenting information to aid the formulation of policies, plans and procedures, monitoring the operations of the individual’s part of the organisation in relation to objectives, and making suggestions about changes.
working effectively with other practitioners by doing what can be done to support their work and using their strengths and expertise to support and develop the individual’s working practices and procedures. providing direction to the members of the team and motivating and supporting them to achieve the objectives of the team and their personal work objectives. providing direction to colleagues in a clearly and formally defined area or part of an organisation and motivating and supporting them to achieve the vision and objectives for the area.
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
Elements
STL65 Allocate and check work in your team (M&L D5)
This is a single element unit.
STL66 Lead and motivate volunteers (MV D2)
66.1 Brief volunteers on work requirements and responsibilities
66.2 Help volunteers to solve problems during volunteering activities
66.3 Debrief and give feedback to volunteers on their work
STL67 Provide learning opportunities for colleagues
(M&L D7)
This is a single element unit.
STL68 Support learners by mentoring in the workplace
(L&D L14)
68.1 Plan the mentoring process
68.2 Set up and maintain the mentoring relationship 68.3 Give mentoring support
STL69 Support competence achieved in the workplace
(L&D L20)
69.1 Assess performance in the workplace against agreed standards
69.2 Give staff members support in the workplace and feedback on their performance Training and Development Agency for Schools
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About NOS
This unit is about ensuring that the work required of the team is effectively and fairly allocated among team members. It also involves checking on the progress and quality of the work of team members to ensure that the required level or standard of performance is being met. leading and motivating volunteers so that they achieve high standards. It involves briefing them on their responsibilities, helping them to resolve any problems, and giving them feedback on their work. Throughout the process of leading volunteers it is important to show respect for their needs and preferences and the nature of the volunteer role. It covers the ‘softer’ skills needed to lead volunteers rather than other aspects of planning, organising and monitoring volunteer work which, in a school, would be carried out by the teachers with whom they work. supporting colleagues in identifying their learning needs and helping to provide opportunities to address these needs. Encouraging colleagues to take responsibility for their own learning is an aspect of this unit as is the individual’s role in providing an ‘environment’, for example in the individual’s team or area of responsibility, in which learning is valued. For the purposes of this unit,
‘colleagues’ means those people for whom the individual has line management responsibility. mentoring individuals in the workplace. It involves agreeing the nature of mentoring in the workplace, creating an appropriate environment in which mentoring can take place, mentoring trainees as they put their training plan into practice, giving trainees information, advice and guidance on their work roles and expectations and giving them encouragement and support to stay motivated. supporting individuals to develop and demonstrate competence in the workplace. It involves agreeing work patterns which give people opportunities to develop and show their competence, agreeing which aspects of competence can be assessed in the workplace, identifying opportunities for assessing competence in the workplace, watching them perform tasks in the workplace and giving guidance and feedback on their performance.
National occupational standards for supporting teaching and learning in schools: unit titles and their elements
The national occupational standards for supporting teaching and learning in schools (STL NOS) can be found on the national database of national occupational standards (www.ukstandards.org) or downloaded from the TDA website at www.tda.gov.uk/stlnosunits.
Unit title
Elements
STL1 Provide support for learning activities
1.1 Support the teacher in planning learning activities 1.2 Support the delivery of learning activities
1.3 Support the teacher in the evaluation of learning activities
STL2 Support children’s development (CCLD 203)
2.1 Contribute to supporting children’s physical development and skills
2.2 Contribute to supporting children’s emotional and social development
2.3 Contribute to supporting children’s communication and intellectual development 2.4 Contribute to planning to meet children’s development needs
Training and Development Agency for Schools
Page 1 of 13
About NOS
This unit is about support provided to the teacher and pupils to ensure effective teaching and learning. It involves agreeing with the teacher the individual’s role in supporting planned learning activities, providing the agreed support and giving feedback to the teacher about how well the activity went. The learning activities may be for individual pupils, groups of pupils or the whole class. However the contribution to supporting the learning activities is likely to involve working only with individuals or small groups. The learning activities may be delivered in the classroom or any setting where teaching and learning takes place such as field studies, educational visits, extended hours provision and study support arrangements. routine observation of children and young people's development in everyday work. It is a competence that requires knowledge and understanding of children and young people's development from 0 to 16 years and the ability to demonstrate competence with the children/young people the individual is working with. It covers observing children/young people, sharing observational findings, contributing to the implementation of activities to support development and contributing to planning to meet children and young people's needs.
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
STL3 Help to keep children safe (CCLD202)
STL4 Contribute to positive relationships (CCLD 201)
STL5 Provide effective support for your colleagues
STL6 Support literacy and numeracy activities
Elements
3.1 Prepare and maintain a safe environment
3.2 Deal with accidents, emergencies and illness 3.3 Support the safeguarding of children from abuse 3.4 Encourage children’s positive behaviour
4.1 Interact with and respond to children
4.2 Interact with and respond to adults
4.3 Communicate with children
4.4 Communicate with adults
5.1 Maintain working relationships with colleagues 5.2 Develop your effectiveness in a support role 6.1 Support pupils with activities to develop literacy skills
6.2 Support pupils with activities to develop numeracy skills
STL8 Use information and communication technology to support pupils’ learning
7.1 Prepare ICT resources for use in teaching and learning
7.2 Support the use of ICT resources for teaching and learning
8.1 Prepare for using ICT to support pupils’ learning 8.2 Support pupils’ learning through ICT
STL9 Observe and report on pupil performance
9.1 Observe pupil performance
9.2 Report on pupil performance
STL7 Support the use of information and communication technology for teaching and learning
Training and Development Agency for Schools
Page 2 of 13
About NOS
This unit is about keeping children and young people safe during day-to-day work activities. It covers responding to accidents, emergencies and illness, and requires familiarity with and the ability to set in motion safety, safeguarding and welfare procedures, according to the policies and procedures of the setting. interacting with and responding positively to children, young people and adults.
It includes verbal and non-verbal communication skills involved when working with children and young people, and when dealing with adults, together with the importance of valuing people equally. being an effective member of the school staff. It involves working effectively with colleagues and taking an active role in developing skills and expertise. working under the direction of the teacher to help pupils to participate in whole class, group and individual learning activities for literacy/numeracy development.
It involves discussing with the teacher how the learning activities are to be organised, and what the support role will be, providing the agreed support and giving feedback to the teacher about how well the activities went and how the pupil(s) responded to them. making sure that ICT resources are available and ready to use when required and helping the teacher and/or pupils to use the resources safely and effectively. using ICT to promote pupils’ learning. It involves preparing for using ICT within the teaching and learning programme, supporting pupils to use ICT resources, and evaluating the effectiveness of ICT in promoting pupils’ learning. carrying out, and reporting on, systematic observations of pupils to gather evidence of their knowledge, understanding and skills upon which the teacher makes judgements about their stage of development.
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
STL10 Support children’s play and learning (CCLD
206)
STL11 Contribute to supporting bilingual/multilingual pupils
STL12 Support a child with disabilities or special educational needs (CCLD
209)
STL13 Contribute to moving and handling individuals
(HSC223)
STL14 Support individuals during therapy sessions
(HSC212)
Elements
10.1 Participate in activities to encourage communication and language
10.2 Provide opportunities for children’s drama and imaginative play
10.3 Encourage children to be creative
10.4 Support physical play
10.5 Encourage children to explore and investigate 11.1 Contribute to supporting bilingual/multilingual pupils to develop skills in the target language
11.2 Support bilingual/multilingual pupils during learning activities
12.1 Support a child with disabilities or special educational needs by providing care and encouragement 12.2 Provide support to help the child to participate in activities and experiences
12.3 Support the child and family according to the procedures of the setting
13.1 Prepare individuals, environments and equipment for moving and handling
13.2 Enable individuals to move from one position to another
14.1 Prepare and maintain environments, equipment and materials prior to, during and after therapy sessions
14.2 Support individuals prior to and within therapy sessions
14.3 Observe and provide feedback on therapy sessions Training and Development Agency for Schools
Page 3 of 13
About NOS
This unit is about
supporting children’s learning through play. Although it was developed for work with young children in their pre-school years and in play-based early education it is also applicable to working with children in the early years of formal education in schools.
support provided to bilingual/multilingual pupils for language development and learning in the appropriate second or additional language. It is applicable for support provided for English as an additional language (EAL), or Welsh or
Gaeilge as a second language
providing care and encouragement to the child or young person, supporting them to participate in activities, and supporting the family according to the role and the procedures of the setting.
the need to be able to move, handle and reposition individuals.
supporting therapists and individuals before, during and following therapy sessions. It covers preparations for the therapy session, supporting therapy sessions and contributing to the review of therapy sessions.
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
STL15 Support children and young people’s play (PW2)
Elements
15.1 Create a range of environments for children and young people’s play
15.2 Offer a range of play opportunities to children and young people
15.3 Support children and young people’s rights and choices in play
15.4 End play sessions
STL16 Provide displays
(IL3/10)
16.1 Set up displays
16.2 Maintain and dismantle displays
STL17 Invigilate tests and examinations 17.1 Prepare to run tests and examinations
17.2 Implement and maintain invigilation requirements STL18 Support pupils’ learning activities
18.1 Support learning activities
18.2 Promote independent learning
STL19 Promote positive behaviour 19.1 Implement agreed behaviour management strategies 19.2 Support pupils in taking responsibility for their learning and behaviour
Training and Development Agency for Schools
Page 4 of 13
About NOS
This unit is about
providing opportunities for children and young people to experience a variety of play environments that stimulate them and provide opportunities for risk, challenge and personal growth.
setting up and removing displays. It involves identifying the purpose of the display, designing the display, deciding what it will contain, and gathering together materials for the display. It also covers ensuring the display is safe, keeping it tidy and removing the display when it is no longer required. In schools, the teacher would advise on the purpose, content and nature of displays and pupils will be active participants in providing materials for display. running tests and examinations in the presence of the candidates. It includes preparing the examination room and resources, bringing candidates into the room, and running the test or examination session according to the centre’s procedures. It also covers dealing with specific situations such as access arrangements, emergencies and suspicion of malpractice. support provided to the teacher and pupils to ensure effective teaching and learning. It involves identifying what needs to be done to support planned learning activities and promote independent learning, providing the agreed support and giving feedback to the teacher about progress made by the pupils.
The learning activities may be delivered in the classroom or any setting where teaching and learning takes place such as field studies, educational visits, extended hours provision and study support arrangements. The learning activities may be for individual pupils, groups of pupils, or the whole class and may be delivered in the absence of the teacher, eg. when providing cover supervision or working with pupils outside of the classroom. implementing agreed behaviour management strategies to promote positive behaviour and supporting pupils to manage their own behaviour.
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
STL21 Support the development and effectiveness of work teams
Elements
20.1 Develop relationships with children
20.2 Communicate with children
20.3 Support children in developing relationships 20.4 Communicate with adults
21.1 Contribute to effective team practice
21.2 Contribute to the development of the work team STL22 Reflect on and develop practice
(CCLD 304)
22.1 Reflect on practice
22.2 Take part in continuing professional development STL23 Plan, deliver and evaluate teaching and learning activities under the direction of a teacher
23.1 Plan teaching and learning activities under the direction of a teacher
23.2 Deliver teaching and learning activities
23.3 Evaluate teaching and learning activities and outcomes
STL24 Contribute to the planning and evaluation of teaching and learning activities 24.1 Contribute to the planning of teaching and learning activities
24.2 Contribute to the evaluation of teaching and learning activities
STL20 Develop and promote positive relationships (CCLD 301)
Training and Development Agency for Schools
Page 5 of 13
About NOS
This unit is about developing and promoting positive relationships with children and young people, communicating with children/young people and adults, and fostering positive relationships between children/young people and with other adults. It is appropriate for all settings and services where children and young people are present. being an effective member of a work team. It involves taking an active role in supporting and developing team effectiveness. needing to reflect on practice. Self-evaluation and reflection will enable the individual to learn and develop their practice. It also includes taking part in continuing professional development and how this has been used to develop their practice. planning and delivering teaching and learning activities to complement, reinforce or extend teaching and learning planned and delivered by the teacher. It also involves monitoring and providing feedback on pupil participation and progress, and the individual evaluating their contribution to the learning activity. The teaching and learning activities will be for individual pupils or small groups of pupils and delivered alongside or close to the teacher who remains in overall charge of the whole class. They may be delivered in the classroom or any setting where teaching and learning takes place such as field studies, educational visits, extended hours provision and study support arrangements.
Planning, implementation and evaluation will also cover any partnership working with the teacher as part of the overall lesson plan, for example when working with the whole class in a plenary session. Teaching and learning activities should take place under the direction and supervision of a qualified teacher in accordance with arrangements made by the headteacher of the school. helping the teacher to plan how teaching and learning activities will be implemented, including the individual’s role in supporting the activities, and sharing their views and opinions with the teacher about how well the activities achieved the learning objectives. The teaching and learning activities may be for individual pupils, groups of pupils, or the whole class. The teaching and learning activities may be delivered in the classroom or any setting where teaching and learning takes place such as field studies, educational visits, extended hours provision and study support arrangements.
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
STL25 Support literacy development Elements
25.1 Support pupils to develop their reading skills 25.2 Support pupils to develop their writing skills 25.3 Support pupils to develop their speaking/talking and listening skills
This unit is about working with the teacher to support pupils during whole-class, group and individual learning activities for literacy development. It involves discussing with the teacher how the learning activities are to be organised, and the individual’s role will be, providing the agreed support and giving feedback to the teacher about pupil progress in developing literacy skills.
STL26 Support numeracy development 26.1 Support pupils to develop numeracy skills
26.2 Support pupils to use and apply mathematics working under the direction of the teacher to support pupils during whole-class, group and individual learning activities for numeracy development. It involves discussing with the teacher how the learning activities are to be organised, and the individual’s role will be, providing the agreed support and giving feedback to the teacher about pupil progress in developing mathematical knowledge, understanding and skills.
STL27 Support implementation of the early years curriculum
27.1 Contribute to planning implementation of the early years curriculum
27.2 Support teaching and learning activities to deliver the early years curriculum
27.3 Contribute to the monitoring and assessment of children's progress
working with teachers to support young children’s early learning and experience of curriculum subjects. Early education frameworks vary between the four home countries and they will need to be related to the individual’s own country and workplace. STL28 Support teaching and learning in a curriculum area 28.1 Develop, use and improve your own subject knowledge to support teaching and learning 28.2 Develop and evaluate materials to support teaching and learning in a curriculum area
developing and using subject knowledge and skills to support teaching and learning in a curriculum area. It does not, however, cover the specialist technical functions carried out by technicians, librarians and ICT professionals which are covered in separate sets of national occupational standards. Subject or curriculum area refers to all forms of organised learning experienced across the curriculum. For example, area of learning in the foundation stage, broad areas of curricular experience and learning through play in the early years, thematically structured work in the primary phase, single subjects, vocational subjects and cross-curricular work in the 14–19 phase.
STL29 Observe and promote pupil performance and development
29.1 Observe and report on pupil performance and development
29.2 Promote pupil performance and development carrying out, and reporting on, systematic observations of pupils to gather evidence of their knowledge, understanding and skills, and working with the teacher to plan and improve the support the individual provides to promote pupil performance and development.
Training and Development Agency for Schools
Page 6 of 13
About NOS
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
STL30 Contribute to assessment for learning
STL31 Prepare and maintain the learning environment STL32 Promote the transfer of learning from outdoor experiences (SkillsActive
D35)
STL33 Provide literacy and numeracy support to enable pupils to access the wider curriculum Elements
30.1 Use assessment strategies to improve learning 30.2 Support pupils in reviewing their own learning 31.1 Prepare the learning environment
31.2 Prepare learning materials for use
31.3 Monitor and maintain the learning environment and resources
32.1 Facilitate learning through individual and shared reflection on experience
32.2 Help participants identify how they can transfer learning to other aspects of their lives 33.1 Provide literacy support to help pupils to access the wider curriculum
33.2 Provide numeracy support to help pupils to access the wider curriculum
This unit is about using assessment for learning strategies as agreed with the teacher to promote pupils’ learning. This includes supporting pupils to review their own learning and identify their own emerging learning needs.
This unit is about ensuring that learning environments, learning resources and materials are available and ready for use when needed. It involves setting out the learning environment and preparing materials for planned learning activities as well as helping to maintain the learning environment and resources during and between lessons. working with pupils to help them reflect on what they have learned outside of the classroom and how they might transfer this learning to other parts of their learning programmes and other aspects of their lives.
support given to pupils to help them cope with the literacy and numeracy demands of learning activities designed to develop subject knowledge and skills.
STL34 Support gifted and talented pupils
34.1 Work with others to develop learning programmes for gifted and talented pupils
34.2 Support learning activities for gifted and talented pupils
support the individual provides to gifted and talented pupils. This involves working with a range of people to develop learning programmes and then supporting learning activities for pupils. Involving the pupils in negotiating learning objectives and planning for further learning is a key aspect of this unit.
Teaching and learning activities should take place under the direction and supervision of a qualified teacher in accordance with arrangements made by the headteacher of the school.
STL35 Support bilingual/multilingual pupils
35.1 Support development of the target language 35.2 Support bilingual/multilingual pupils in accessing the curriculum
support provided to bilingual/multilingual pupils for language development and learning across the curriculum in the appropriate second or additional language.
It is provide support for English as an additional language (EAL), or Welsh or
Gaeilge as a second language.
Training and Development Agency for Schools
Page 7 of 13
About NOS
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
STL36 Provide bilingual/multilingual support for teaching and learning STL37 Contribute to the prevention and management of challenging behaviour in children and young people (HSC326)
STL38 Support children with disabilities or special educational needs and their families (CCLD 321)
Elements
36.1 Contribute to the assessment of bilingual/multilingual pupils
36.2 Provide bilingual/multilingual support for teachers and pupils
36.3 Support communication with families of bilingual/multilingual pupils
37.1 Work with children and young people to identify goals and boundaries for acceptable behaviour
37.2 Support children and young people to manage challenging behaviour
37.3 Enable children and young people to recognise and understand their behaviour and its consequences
38.1 Contribute to the inclusion of children with disabilities and special educational needs
38.2 Help children with disabilities and special educational needs to participate in the full range of activities and experiences
38.3 Support families to respond to children's needs STL39 Support pupils with communication and interaction needs
39.1 Support pupils with communication and interaction needs to maximise learning
39.2 Support pupils with communication and interaction needs to develop relationships with others
STL40 Support pupils with cognition and learning needs 40.1 Support pupils with cognition and learning needs during learning activities
40.2 Support pupils with cognition and learning needs to develop effective learning strategies Training and Development Agency for Schools
Page 8 of 13
About NOS
This unit is about providing bilingual/multilingual support for teaching and learning. It involves using the pupils’ first language to assist with assessing their educational abilities and linguistic support needs, providing bilingual/multilingual support for teaching and learning, and liaising with families to promote pupils’ participation and progress in learning. It is provide support for English as an additional language
(EAL), or Welsh or Gaeilge as a second language.
negotiating boundaries to minimise challenging behaviour in children and young people. supporting disabled children or young people and/or children or young people with special educational needs or additional support needs. It involves working under the direction of a teacher to establish the strengths and needs of children/young people in partnership with their families and in collaboration with other agencies if appropriate. It also includes the identification and use of resources to enable inclusion and participation. support provided to pupils with severe and/or complex communication and interaction needs to enable them to maximise learning and develop relationships with others. The communication needs of pupils with severe and/or complex special educational or additional support needs may be both diverse and complex. Pupils may need help and support in acquiring literacy skills; using augmentative and alternative means of communication; developing language for a range of purposes; and organising and coordinating spoken and written
English.
support provided to pupils with cognition and learning needs to enable them to participate in learning activities and to develop effective learning strategies.
While individual needs will differ, most pupils with cognition and learning needs will require help with language, memory and reasoning skills; sequencing and organisational skills; understanding number; problem solving and concept development; and the improvement of fine and gross motor competences.
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
STL41 Support pupils with behaviour, emotional and social development needs
STL42 Support pupils with sensory and/or physical needs STL43 Assist in the administration of medication
(SfH CHS2)
STL44 Work with children and young people with additional requirements to meet their personal support needs (HSC315)
STL45 Promote children’s well-being and resilience
(CCLD 308)
Elements
41.1 Support the behaviour management of pupils with behaviour, emotional and social development needs
41.2 Support pupils with behaviour, emotional and social development needs to develop relationships with others
41.3 Support pupils with behaviour, emotional and social development needs to develop self-reliance and self-esteem
42.1 Enable pupils with sensory and/or physical needs to maximise learning
42.2 Implement structured learning programmes for pupils with sensory and/or physical needs
This is a single element unit
44.1 Support children and young people with additional requirements to identify and develop plans to meet their personal support needs
44.2 Support children and young people to address their personal support needs
44.3 Contribute to evaluating the effectiveness of activities to meet children and young people’s personal support needs
45.1 Enable children to relate to others
45.2 Provide a supportive and challenging environment 45.3 Enable children to take risks safely
45.4 Encourage children’s self-reliance, selfesteem and resilience
Training and Development Agency for Schools
Page 9 of 13
About NOS
This unit is about
support needed by pupils with behaviour, emotional and social development needs to help them develop effective behaviour management strategies, relationships with others, and self-reliance.
support provided to pupils with sensory and/or physical needs to enable them to maximise learning in individual, group and class activities, and provide structured programmes relevant to their additional support needs. assisting in the administration of medication to an individual pupil, or as part of a larger process where a “drug round” may be undertaken. The individual will always work with other staff within this context whose role is to lead the process and must always work within their role and area of delegated responsibility for the administration of medication. The administration may include medication(s) from various drug categories such as: general sales list; pharmacy only and prescription only
contributing to assessing and developing plans to meet the personal support needs of children and young people with additional requirements, and then implementing and evaluating the plans.
helping children or young people to develop self-reliance, self-esteem and emotional resilience. It is concerned with how practitioners provide an emotional environment that supports, affirms and values children and young people and helps them to manage their own feelings and their relationships with others.
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
STL46 Work with young people to safeguard their welfare (YW D4)
STL47 Enable young people to be active citizens
(YW A3)
STL48 Support young people in tackling problems and taking action (YW A4)
Elements
46.1 Promote a safe working environment for youth work
46.2 Work with young people to assess and manage risk
46.3 Assist individuals to take action when they are distressed
47.1 Assist young people to understand their communities and their own role within them 47.2 Enable young people to communicate their views and interests to others, and to negotiate and influence people and situations 48.1 Enable young people to tackle problems and plan action to achieve their goals and aspirations
48.2 Enable young people to take action based on their plans
48.3 Enable young people to reflect on and learn from their actions
This unit is about understanding and evaluating hazards and risks, and the individual carrying out their work safely and in accordance with organisational procedures. It is about enabling young people to assess risks, helping them to develop their confidence to manage them and offering appropriate support to individuals when they are in crisis. working with young people to enable them to investigate and understand the issues within their communities and their role within their community. It is about helping them to identify their power for action and enabling them to present their ideas and views to others.
enabling groups of young people to take responsibility for detailed planning, negotiation and prioritising their actions. It is about enabling young people to turn their plans into action, working with them to monitor progress and modify plans as required, and, finally, to identify what they have learned and consider their next steps.
STL49 Support children and young people during transitions in their lives
49.1 Recognise and respond to signs of transitions 49.2 Support children and young people to manage transitions in their lives
working with children or young people to identify significant transitions that may be occurring or are about to occur in their lives and providing support to enable them to manage them in a positive manner. Transitions are defined as any significant stage or experience in the life of a child or young person that can affect behaviour and/or development. Transitions include those that are common to all children and young people, such as moving school and puberty, and those that are particular only to some, such as bereavement and divorce.
Such transitions may be known and planned for or unexpected and unplanned.
STL50 Facilitate children and young people's learning and development through mentoring (LDSS 9)
50.1 Identify the learning and development needs of children and young people
50.2 Plan with children and young people how learning and development needs will be addressed through mentoring
50.3 Mentor children and young people to achieve identified outcomes
50.4 Review the effectiveness of mentoring with children and young people
role of individuals who facilitate children and young people's learning and development through mentoring. It is about providing support for the learning process rather than the assessment and teaching of pupils.
Training and Development Agency for Schools
Page 10 of 13
About NOS
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
STL51 Contribute to improving attendance
(LDSS 6)
STL52 Support children and families through home visiting (CCLD 331)
STL53 Lead an extracurricular activity
STL54 Plan and support self-directed play (PW9)
STL55 Contribute to maintaining pupil records
STL56 Monitor and maintain curriculum resources Elements
51.1 Contribute to monitoring attendance
51.2 Contribute to processes and procedures for improving attendance
52.1 Establish, develop and maintain relationships with families
52.2 Provide support for families
52.3 Liaise with colleagues, professionals and agencies to support families
53.1 Prepare children and young people for the activity
53.2 Introduce children and young people to the activity
53.3 Lead the activity
53.4 Maintain and encourage effective working relationships during the activity
54.1 Collect and analyse information on play needs and preferences
54.2 Plan and prepare play spaces
54.3 Support self-directed play
55.1 Collect and input pupil data
55.2 Contribute to maintaining the recordkeeping system
56.1 Monitor and maintain supplies of curriculum resources
56.2 Organise and maintain curriculum resources Training and Development Agency for Schools
Page 11 of 13
About NOS
This unit is about monitoring attendance to identify patterns of absence and lateness and working with families to find ways of helping the pupil to attend school more regularly.
visiting families in their homes to provide support for children or young people and their parents and families.
leading an extra-curricular activity, such as a club, recreational activity, sports team or performing arts activity, under the direction of the school but with limited supervision. identifying the play needs and preferences of children and young people, developing play spaces that will meet these needs and supporting children and young people during play. contributing to the maintenance of pupil records by updating individual records as agreed with the teacher or other relevant person within the school, and helping to maintain the record-keeping system. monitoring and maintaining resources to support curriculum delivery. It involves working with teachers and other relevant people to identify the resources required, maintaining supplies of resources, and carrying out routine maintenance and cleaning of resources. It does not, however, cover the specialist technical functions carried out by technicians, librarians and information and communication technology (ICT) professionals, which are covered in separate sets of national occupational standards.
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
Elements
STL57 Organise cover for absent colleagues
57.1 Arrange cover for absent colleagues
57.2 Monitor and review cover arrangements
STL58 Organise and supervise travel
(SkillsActive B228)
58.1 Make travel arrangements
58.2 Supervise travel
STL59 Escort and supervise pupils on educational visits and outof-school activities
STL60 Liaise with parents, carers and families
STL61 Provide information to aid policy formation and the improvement of practices and provision
(YW F1)
STL62 Develop and maintain working relationships with other practitioners STL63 Provide leadership for your team (M&L B5)
STL64 Provide leadership in your area of responsibility
(M&L B6)
59.1 Escort pupils on visits and out-of-school activities 59.2 Supervise pupils on visits and out-ofschool activities
60.1 Establish and maintain relationships with parents, carers and families
60.2 Facilitate information sharing between the school and parents, carers and families
61.1 Provide information and advice to aid the development of strategies, policies, practice and provision
61.2 Collect and present information to aid monitoring, review and improvement of performance 62.1 Maintain working relationships with other practitioners 62.2 Work in partnership with other practitioners This is a single element unit.
This is a single element unit.
Training and Development Agency for Schools
Page 12 of 13
About NOS
This unit is about organising cover when a teacher or support staff colleague normally responsible for teaching or supporting a particular class is absent from the classroom during the time they have been timetabled to teach/support. This includes absence which is known in advance (eg. where a colleague has a medical appointment or is undergoing professional development) and unexpected absence (eg. absence due to illness). organising and supervising travel for children, young people and adults. Travel may be ‘self-powered’, eg. on foot or by bicycle, in an owned or hired vehicle, or by public transport. maintaining the health, safety and well-being of pupils when outside the school setting. establishing and maintaining effective relationships and communication with parents, carers and families about the care and education of their children as directed by the school.
presenting information to aid the formulation of policies, plans and procedures, monitoring the operations of the individual’s part of the organisation in relation to objectives, and making suggestions about changes.
working effectively with other practitioners by doing what can be done to support their work and using their strengths and expertise to support and develop the individual’s working practices and procedures. providing direction to the members of the team and motivating and supporting them to achieve the objectives of the team and their personal work objectives. providing direction to colleagues in a clearly and formally defined area or part of an organisation and motivating and supporting them to achieve the vision and objectives for the area.
Guidance on the national occupational standards for supporting teaching and learning in schools
Unit title
Elements
STL65 Allocate and check work in your team (M&L D5)
This is a single element unit.
STL66 Lead and motivate volunteers (MV D2)
66.1 Brief volunteers on work requirements and responsibilities
66.2 Help volunteers to solve problems during volunteering activities
66.3 Debrief and give feedback to volunteers on their work
STL67 Provide learning opportunities for colleagues
(M&L D7)
This is a single element unit.
STL68 Support learners by mentoring in the workplace
(L&D L14)
68.1 Plan the mentoring process
68.2 Set up and maintain the mentoring relationship 68.3 Give mentoring support
STL69 Support competence achieved in the workplace
(L&D L20)
69.1 Assess performance in the workplace against agreed standards
69.2 Give staff members support in the workplace and feedback on their performance Training and Development Agency for Schools
Page 13 of 13
About NOS
This unit is about ensuring that the work required of the team is effectively and fairly allocated among team members. It also involves checking on the progress and quality of the work of team members to ensure that the required level or standard of performance is being met. leading and motivating volunteers so that they achieve high standards. It involves briefing them on their responsibilities, helping them to resolve any problems, and giving them feedback on their work. Throughout the process of leading volunteers it is important to show respect for their needs and preferences and the nature of the volunteer role. It covers the ‘softer’ skills needed to lead volunteers rather than other aspects of planning, organising and monitoring volunteer work which, in a school, would be carried out by the teachers with whom they work. supporting colleagues in identifying their learning needs and helping to provide opportunities to address these needs. Encouraging colleagues to take responsibility for their own learning is an aspect of this unit as is the individual’s role in providing an ‘environment’, for example in the individual’s team or area of responsibility, in which learning is valued. For the purposes of this unit,
‘colleagues’ means those people for whom the individual has line management responsibility. mentoring individuals in the workplace. It involves agreeing the nature of mentoring in the workplace, creating an appropriate environment in which mentoring can take place, mentoring trainees as they put their training plan into practice, giving trainees information, advice and guidance on their work roles and expectations and giving them encouragement and support to stay motivated. supporting individuals to develop and demonstrate competence in the workplace. It involves agreeing work patterns which give people opportunities to develop and show their competence, agreeing which aspects of competence can be assessed in the workplace, identifying opportunities for assessing competence in the workplace, watching them perform tasks in the workplace and giving guidance and feedback on their performance.
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The federal government has changed the ground work and the organization of scholastic lessons in the educational systems in 2001 with the “No Child Left behind Act”. The law say that each state is to embrace English Language Learners in the state assessment and evaluate the student’s language skill “with valid, reliable assessments in the areas of oral language and reading and writing skills, more specifically comprehension, speaking, listing, reading, and writing”(Cook, 2007). The requirements of these assessment also include assisting in the students’ accomplishment of the state’s academic achievement standards. Since the federal standards has been made to the educational system there needs to be a new method created and evaluated in the way that states and schools can continue adjusting and properly evaluating English Language Learners.…
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Working as a support worker for young adults, among other responsibilities, solely requires maintenance of a safe environment for the young adults to be cared for, while promoting wellbeing. Maintaining a safe environment involves a series of inter-twined activities which include monitoring and reporting the activities of the individuals in care on a day-to-day base. Considering that the activities are carried out by multiple individuals in different placements within the United Kingdom, with different attitudes and operation patterns, the need for regulation to foster uniformity and consistency within all organisations has not been ignored. The National Occupational Standard covers all fields of job roles at diverse levels of responsibility, identifying and expressing the most appropriate and generally acceptable practice in specific fields, bringing…
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The word comes from the Latin word currere which means the course to be run. It contains the courses of study that a student has to complete successfully to obtain a degree certifying competence. (It is the What and Instruction is the How) In K-12 schools, it also contains the standards and benchmarks for each of the courses of study. Students must successfully complete the benchmarks in order to complete the course. In this new age, those benchmarks are measured by the Louisiana Educational Assessment Plan (LEAP).…
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The main purpose for evaluating teaching performance and effectiveness is to ensure quality of education. The goal of the evaluation is to gain information for retention, promotion, and tenure decisions. Some universities publish evaluations of teachers conducted by students. Students may use this information in selecting course and degree programs. Therefore, instructors have a stake in these evaluations and should strive for effective teaching to produce satisfied customers [students] (Jacksonville University, 2012).…
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These are the goals and targets for children to meet throughout early years, for example communication language and literacy linking sounds. These are documented through observations that are carried out by their key person through day to day, which they then just to develop children’s development with carrying out different activities and adapting or changing them for an individual…
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“No Child Left Behind is an excellent sword that we can use to open doors for the children we represent” (Wright, Attorney at Law). Peter Wright is an attorney who specializes in cases surrounding children with Special Educational needs. When he made this statement, he was referring to a law that President George W. Bush’s administration passed in 2001. No Child Left Behind (NCLB) is a law that requires states to assess the basic skills for children in certain grades. This was not the first law to be created by the government. Before NCLB was created, first there was Section 504 of the Rehabilitation Act, and the second was the Individual with Disabilities Educational Improvement Act (IDEIA) also known as Public Law 94-142. Every since the first law was created in the early 1970s schools all over have complained. So schools would not have to abide by these laws states would refuse the funding that was given to them by the government for education. When these laws were created, it was to protect all children with any kind of special needs. Before Section 504 was created schools could legally expel any child they thought may have had a learning disability.…
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I contribute to DELIVERING the lesson by making sure I have read and understood the lesson plans, whilst having all the equipment available beforehand. Through close working relationships we have developed verbal and non-verbal communication skills that enables us to work together to deliver a lesson. I also DELIVER support to whole class activities, small groups and individuals on a 1:1 basis. I contribute to the review of learning activities by being hands on and suggesting and putting forward my own ideas.…
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As a student that just graduated high school in the United States of America, I have not been prepared for the real world. There are graduates that do feel like they are prepared for the real world after high school, but since each high school is different, there is no guarantee that the school a student is in will prepare them. This would not be as much of a problem if Common Core State Standards were brought into every state and changed to have more helpful and practical subjects taught in schools.…
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Imagine a world where a child goes to school just to be force-fed a curriculum focused on English and Math, just so they can pass a state test at the end of the year. That is the world that K-12 public students are forced to face with the Common Core Standards (CCS) initiative. The Common Core Standards is a “set of information and skills that students are expected to master at each grade level” (Greenblatt). The initiative should be revoked or dismissed from the United States public school system as teachers are uncomfortable with the teaching curriculum, it does not place emphasis on creativity or other common school subjects, and the teachers just teach the test through the curriculum.…
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Within this assignment I am going to evaluate Government report “Rigour and responsiveness in skills” ( BiS and DoE 2013) and evaluate its impact within my own teaching and development.…
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Testing has been used in school seen the beginning of schooling. These assessments are used in a variety of ways for a variety of reasons. However, as we talked about in class and on the online content, standardized tests have changed in the past years. In fact, in the videos we viewed this weekend, it it shown how these test effect students. Unfortunately, school is shown as less fun and students are not enjoying school. Also, the government has been involved in education. Acts like the no child left behind act signed by George W Bush have been signed by different presidents. These were instilled in order to help students improve education. Testing has been used in the classroom for many years and can be a valuable tool if utilized correctly.…
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The Quantitative section measures your basic mathematical skills, understanding of elementary mathematical concepts, and the ability to reason quantitatively and solve problems in a quantitative setting. There is a balance of questions requiring basic knowledge of arithmetic, algebra, geometry, and data analysis. These are essential content areas usually studied at the high school level. The questions in the quantitative section can also be from • • • Di screte Quanti tative Questi on Quanti tative Compari son Questi on Data Interpretati on Questi on etc.…
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