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RQFs at Whitefield

The old NVQ qualifications, were replaced by  QCF and these have now in their own turn been replaced by RQF (Regulated Qualification Framework).  The RQF is currently identical in content to QCF - they still have  level 2  (GCSE level) and level 3 (A-level equivalent),  broken into modules.  The move from NVQ to QCF and now RQF has opened up training opportunities for staff in schools that do not work directly with children and those who work on a voluntary basis. 

There are different qualifications available:

Level 2 Award in Support Work in Schools

This is a knowledge-based qualification suitable for all roles in schools, including site staff, administrators etc. as well as those who work directly with children and young people. It seeks to develop the knowledge and understanding that all those working in a school setting will need and covers areas such as safeguarding, communication and understanding the school context. As it is a knowledge-based qualification, it can be taken by candidates not yet employed in a school, as well as providing initial training/induction for those new in post.

The six units comprise:

  • Child & young person development
  • Safeguarding the welfare of children and young people
  • Communication and professional relationships with children, young people and adults
  • Equality, diversity and inclusion in work with childern and young people
  • Schools as organisations (level 2 or level 3)

Level 2 Certificate in Supporting Teaching and Learning in Schools

This incorporates the units in the Award (above) and adds competence-based units to reflect the role of those supporting pupils’ learning. This is suitable for staff working directly with children. The certificate covers the skills and knowledge of the level 2 NVQ in Supporting Teaching and Learning in schools which it replaces. 

Mandatory units:

  • Child and Young Person Development
  • Communication and Professional Relationships with Children, Young People and Adults
  • Equality, Diversity and Inclusion in Work with Children and Young People
  • Help Improve Own and Team Practice in Schools
  • Maintain and Support Relationships With Children and Young People
  • Safeguarding The Welfare of Children and Young People
  • Support Children and Young People’s Health and Safety
  • Support Children and Young People’s Positive Behaviour
  • Support Learning Activities

One from group A:

  • Schools as Organisations  (Level 2)
  • Schools as Organisations   (Level 3)

Group B: (choose units that total 3 or more credits)

  • Contributing to Supporting Bilingual Learners  (2 credits)
  • Invigilate Tests and Examinations  (3 credits)
  • Move and Position Individuals In Accordance With Their Plan  (4 credits)
  • Prepare and Maintain Learning Environments  (3 credits)
  • Provide Displays in Schools  (3 credits)
  • Provide Support for Therapy Sessions  (2 credits)
  • Support Assessment for Learning  (4 credits)
  • Support Children and Young People at Meal or Snack Times  (3 credits)

Level 3 Award in Supporting Teaching and Learning in schools.

This is a knowledge-based qualification that will provide candidates with a secure understanding from which to progress to a level 3 role. It is suitable for candidates not yet in a school role but who have the capability to achieve at level 3; candidates in a level 2 role wishing to demonstrate that they are ready for progression to level 3, and as initial training for those newly in post at this level. This is a qualification intended to provide the underpinning knowledge and understanding for those with a role in directly working with children or young people in schools

Mandatory units:

  • Communication and Professional Relationships with Children, Young People and Adults
  • Schools As Organisations
  • Understand Child and Young Person Development
  • Understand How to Safeguard the Wellbeing of Children and Young People

Level 3 Certificate in Supporting Teaching and Learning in Schools.

This qualification incorporates the units in the Level 3 Award. Additional units cover the generic knowledge and skills required to work in a teaching assistant or similar role at level 3. It is broadly equivalent to the mandatory units of the Level 3 NVQ in Supporting Teaching and Learning in Schools (7329).

Mandatory units:

  • Communication and Professional Relationships with Children, Young People and Adults
  • Develop Professional Relationships with Children, Young People and Adults
  • Engage in Personal Development in Health, Social Care or Children’s and Young People’s Settings
  • Promote Children and Young People’s Positive Behaviour
  • Promote Equality, Diversity and Inclusion in Work with Children and Young People
  • Schools as Organisations
  • Support Assessment for Learning
  • Support Children and Young People’s Health and Safety
  • Support Learning Activities
  • Understand Child and Young Person Development
  • Understand How to Safeguard the Wellbeing of Children and Young People

Level 3 Diploma in Specialist Support for Teaching and Learning.

This qualification is for experienced support assistants and incorporates the units from the Level 3 Certificate in Supporting Teaching and Learning in schools and requires candidates to supplement these with credits achieved from a range of specialist units. This qualification is broadly equivalent to the Level 3 NVQ in Supporting Teaching and Learning in Schools (7329) which it replaces.

To achieve the equivalent of the old NVQ level 2 candidates will need to successfully complete the level 2 certificate in supporting teaching and learning.

To achieve the equivalent of the old NVQ level 3, candidates will need to successfully complete the level 3 diploma in specialist support for teaching and learning.

The number of optional units can look a bit overwhelming, and some units can only be taken with others. Don't worry your assessor will be able to help you navigate the options and find the right options for you. We just list them below to give you a flavour of the course content.  

Mandatory units:

  • Communication and Professional Relationships with Children, Young People and Adults
  • Develop Professional Relationships with Children, Young People and Adults
  • Engage in Personal Development in Health, Social Care or Children’s and Young People’s Settings
  • Promote Children and Young People’s Positive Behaviour
  • Promote Equality, Diversity and Inclusion in Work with Children and Young People
  • Schools as Organisations
  • Support Assessment for Learning
  • Support Children and Young People’s Health and Safety
  • Support Learning Activities
  • Understand Child and Young Person Development
  • Understand How to Safeguard the Wellbeing of Children and Young People

Optional units:

Group A

  • Plan and Deliver Learning Activities Under the Direction of a Teacher
  • Provide Literacy and Numeracy Support
  • Support Children’s Speech, Language and Communication
  • Support Delivery of the 14-19 Curriculum
  • Support Gifted and Talented Learners
  • Support Literacy Development
  • Support Numeracy Development
  • Support Teaching and Learning in a Curriculum Area

Group B

  • Provide Bilingual Support for Teaching and Learning
  • Support Bilingual Learners

Group C

  • Support Children and Young People with Behaviour, Emotional and Social Development Needs
  • Support Disabled Children and Young People and Those with Special Educational Needs
  • Support Individuals to Meet Personal Care Needs
  • Support Learners with Cognition and Learning Needs
  • Support Learners with Communication and Interaction Needs
  • Support Learners with Sensory and/or Physical Needs

Group D

  • Develop Interviewing Skills for Work with Children and Young People
  • Facilitate the Learning and Development of Children and Young People Through Mentoring
  • Improving the Attendance of Children and Young People in Statutory Education
  • Provide Information and Advice to Children and Young People
  • Promote the Wellbeing and Resilience of Children and Young People
  • Support Children and Young People During Transition in Their Lives
  • Support Children and Young People to Achieve Their Education Potential
  • Support Children and Young People to Make Positive Changes in Their Lives
  • Support Young People in Relation to Sexual Health and Risk of Pregnancy
  • Support Young People to Develop, Implement and Review a Plan of Action
  • Support Young People Who Are Socially Excluded or Excluded From School

Group E

  • Assist in the Administration of Medication
  • Invigilate Tests and Examinations
  • Lead an Extra-curricular Activity
  • Maintain Learner Records
  • Monitor and Maintain Curriculum Resource
  • Organise Travel for Children and Young People
  • Supervise Children and Young People On Journeys, Visits and Activities Outside of the Setting
  • Work in Partnership With Parents to Engage Them in Their Children’s Learning and Development in School

Group F

  • Plan, Allocate and Monitor Work of a Team
  • Provide Leadership and Direction for Own Area of Responsibility
  • Set Objectives and Provide Support for Team Members
  • Support Learning and Development Within Own Area of Responsibility
  • Team Working
  • Work With Other Practitioners to Support Children and Young People

What does it cost?

  • The level 2 is currently £750. 
  • The level 3 is £1,000. 

These are very competitive rates.

How is the course taught and assessed?

The units are taught on Tuesdays from 2-4pm, by experienced practitioners and qualified assessors.  Each session focuses on a different module/unit and homework is set.  This is expected to be completed and handed in at the next session. On acceptance to the course you will be appointed an assessor who will help and guide you in your work.  He/she will mark your work and give you feedback on whether you have achieved the criteria. You will build a portfolio of evidence throughout the course

What are the expectations?

You will of course be expected to work hard, keep up with your course work and attend all the training sessions.  Homework will be set at every session and you will be expected to bring the completed work back at the following session.

To apply

For further information please contact:

Nicola Robson on:

  • 020 8498 4240 or 
  • n.robson@whitefield.waltham.sch.uk