Module 1 – Communication and Positive Relationships

• Establish fair, respectful, trusting, supportive and constructive relationships with children and young people.

• Demonstrate the positive values, attitudes and behaviour they expect from children and young people.

• Communicate effectively and sensitively with children, young, colleagues, parents and carers.

Module 2 – Maintaining Communication with Children, Young People and Adults

• Demonstrate a commitment to collaborative and cooperative working with colleagues.

• Directing the work, where relevant, of other adults in supporting learning.

Module 3 – Curriculum, Planning and Assessment

• Know how statutory and non-statutory frameworks for the school curriculum relate to the age and ability ranges of the learners they support.

• Understand the objectives, content and intended outcomes for the learning activities in which they are involved.

• Know how to support learners in accessing the curriculum in accordance with the Special Educational Needs (SEN) code of practice and disabilities legislation.

• Know how other frameworks that support the development and wellbeing of children and young people impact upon their practice.

Module 4 – Assessment, Monitoring, Feedback and Recording

• Use their area(s) of expertise to contribute to the planning and preparation of learning activities.

• Use their area(s) of expertise to plan their role in learning activities.

• Devise clearly structured activities that interest and motivate learners and advance their learning.

• Plan how they will support the inclusion of the children and young people in the learning activities.

• Organise and manage learning activities in ways which keep learners safe.

 Module 5 – Child Development

• Evidence that you know how to use ICT to support professional activities.

• Identify that you hold the required professional qualifications.

Module 6 – Motivating Children and Young People

• Advance learning when working with individuals.

• Advance learning with working with small groups.

• Advance learning when working with whole classes without the presence of the assigned teacher.