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1.1 Summarise policies and procedures relevant to promoting children and young people’s positive behaviour

Support positive behaviour in children and young people (F/616/5883)

Unit summary

This unit provides the knowledge, understanding and skills required to support children and young people’s positive behaviour. It requires demonstration of competence in promoting positive behaviour and managing behaviour that challenges.

Credit value

4

Guided learning hours

20

Level

3

Mandatory/optional

Mandatory for Certificate and Diploma

 

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

eg page number & method

Assessor

Initial and date

1. Understand policies and procedures for promoting children and young people’s positive behaviour in a learning environment

1.1 Summarise policies and procedures relevant to promoting children and young people’s positive behaviour

 

 

1.2 Explain effective practice in relation to behaviour management

 

 

2. Be able to promote positive behaviour

2.1 Review expectations in relation to behaviour when working with others

 

 

2.2 Explain strategies for promoting positive behaviour according to the policies and procedures of the setting

 

 

2.3 Use effective role model behaviour for the standards of behaviour expected of children, young people and adults within the learning environment

 

 

3. Be able to manage behaviour that challenges in a learning environment

3.1 Demonstrate strategies to minimise disruption in a teaching and learning environment

 

 

3.2 Use policies and procedures to manage behaviour that challenges

 

 

3.3 Provide support for colleagues in relation to behaviour that challenges

 

 

3.4 Explain referral processes in line with policies and procedures for behaviour that challenges

 

 

Assessment guidance

Delivery and assessment

3.2 Behaviour that challenges is behaviour which conflicts with the accepted values and beliefs of the setting and society.

Inappropriate behaviour may be demonstrated through speech, writing, non-verbal behaviour or physical abuse.

It may involve:

  • verbal abuse (eg racist comments, threats, bullying others)

  • physical abuse (eg assault of others, damaging property)

  • behaviour which is destructive to the child/young person

  • behaviour which is illegal.

Assessment Tasks STL3C6: Support positive behaviour in children and young people

This non-mandatory task has been developed to meet the knowledge learning outcomes for this unit.

Task 1 links to learning outcome 1 (AC 1.1, 1.2)

Read the scenario before attempting the task:

You have been assigned to a new class for the next academic year. During your 1-1 catch up with the class teacher she shares information from the previous class teacher about three children who demonstrate behaviour that is sometimes challenging. The class teacher asks that you undertake some independent research into policies and procedures ready for the start of term staff meeting.

  • Summarise policies and procedures relevant to promoting children and young people’s positive behaviour

  • Explain effective practice in relation to behaviour management.

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STL3C6 – Supporting Positive Behaviour in Children and Young People

This unit is basically about how behaviour is understood and managed in real learning environments like schools, nurseries, and youth settings. It looks at how practitioners support children and young people to behave positively, and what staff do when behaviour becomes challenging. You are expected to understand actual school policies, not just describe behaviour in general terms. That includes things like behaviour management procedures, safeguarding expectations, anti-bullying rules, and how staff stay consistent across a classroom or whole school setting.

At Assignment Experts, we usually see students struggle with this unit because it sounds simple at first, but the writing is where things get tricky. You might understand what good behaviour looks like, but turning that into structured academic answers linked to policies and “effective practice” is where most people get stuck. That is exactly where we step in and help students shape their ideas into clear, properly structured coursework that actually meets Level 3 expectations.

Where most students start to struggle:

  • Understanding what “behaviour policies” actually mean in practice
  • Writing about behaviour management without just describing personal opinion
  • Linking classroom strategies to official procedures
  • Explaining “challenging behaviour” in a professional, non-judgemental way
  • Knowing how to structure answers for assessment criteria
  • Using the right tone for education-based coursework

We work with a lot of students on this unit, and honestly, once it’s broken down properly, it becomes much more manageable than it first looks.

What you’re actually being asked in this assignment

For this task, you are being asked to show two main things. First, that you understand the policies and procedures used in educational settings to promote positive behaviour. Second, that you can explain what good behaviour management looks like in real practice.

So in simple terms, you are not just defining behaviour theories. You are showing how schools actually deal with behaviour day to day. That includes consistency between staff, using positive reinforcement, following safeguarding procedures, and knowing when to escalate concerns. At Assignment Experts, we often help students take messy notes or ideas and turn them into something that reads like proper coursework instead of rushed explanations.