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1.1 Describe the benefit of play and leisure and how they contribute to children and young people’s development

STL3D16: Support the role of play, leisure and extra-curricular activities for children and young people (J/616/5979)

Unit summary

This unit provides the knowledge and understanding required to support children and young people’s play and leisure. It requires knowledge of play and leisure activities and helping children and young people to manage risk and challenge.

This unit also explores enrichment through an extra-curricular activity such as a study club, recreational activity, sports team or performing arts activity.

Credit value

3

Guided learning hours

15

Level

3

Mandatory/optional

Mandatory for Diploma

 

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

eg page number & method

Assessor

Initial and date

1. Understand the nature and importance of play and leisure

1.1 Describe the benefit of play and leisure and how they contribute to children and young people’s development

 

 

1.2 Distinguish between play and leisure, and adult-led activities

 

 

1.3 Outline the requirements of the UN Convention on the Rights of the Child in relation to relaxation and play

 

 

2. Understand own role in relation to the requirements of play and leisure activities

2.1 Describe own role in supporting children and young people’s play and leisure activities

 

 

2.2 Explain the importance of knowing when to leave children and young people to play or relax uninterrupted

 

 

2.3 Identify adaptations that can be made to support children and young people with special educational needs and disabilities to participate in the full range of play and leisure opportunities provided

 

 

3. Understand how to balance risk and challenge with the benefits of the play and leisure opportunity

3.1 Explain the value of risk and challenge in children and young people’s play and leisure

 

 

3.2 Describe why it is essential for children and young people to manage risk and challenge for themselves

 

 

Assessment guidance

Delivery and assessment

2.3 Adaptations that can be made to support participation of children and young people in relation to:

  • the environment
  • activities
  • working practice
  • resources.

Assessment task STL3D16: Support the role of play, leisure and extra-curricular activities for children and young people

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

Task 1 links to learning outcome 1 (AC 1.1, 1.3)

Read the case study before attempting the task:

Your school is opening a new wraparound club (before and after school club) and will be holding an open afternoon to welcome parents, carers and children. The aim is to promote the extra-curricular activities available in the school and share information about the value of play and leisure for children and young people. The Head Teacher has asked staff to plan the event.

Prepare an information leaflet to share at the event describing:

  • the benefits of play and leisure
  • how play and leisure contributes to children and young people’s development
  • outline the requirements of the UN Convention on the Rights of the Child in relation to relaxation and play.

Task 2 links to learning outcome 1 (AC 1.2) and learning outcome 2 (AC 2.1, 2.2, 2.3)

Teaching assistants and support staff need to understand how to support children and young people in their play and leisure activities, as well as in a formal learning environment.

This task requires you to create a presentation to share with peers that:

  • distinguishes between play and leisure and adult-led activities
  • describes own role in supporting children and young people’s play and leisure activities
  • explains the importance of knowing when to leave children and young people to play or relax uninterrupted
  • identifies adaptations that can be made to support children and young people with SEND to participate in the full range of play and leisure opportunities provided.

Task 3 links to learning outcome 3 (AC 3.1, 3.2)

Read and consider the following scenarios before attempting the task.

The class teacher has completed a risk assessment for the learning environment for a year one class. The outdoor wooden climbing unit and low stepping stones are identified as out of bounds for year one children during the timetabled outdoor free play session. Lucas, the teaching assistant, feels there are many positives in children experiencing risk and challenge in a suitable way. What should he do?

The school have consulted with year 10 children and young people regarding the end of term off site trip. The majority wish to go sailing at a local club but the class teacher is concerned about the risks.

You are invited to attend the staff meeting and share your thoughts on both scenarios.

Prepare to contribute towards discussions by creating a handout to distribute to all staff. This handout should:

  • explain the value of risk and challenge in children and young people’s play and leisure
  • describe why it is important for children and young people to manage risk and challenge themselves.

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STL3D16: Supporting the role of play, leisure and extra-curricular activities for children and young people (J/616/5979)

This unit is about understanding why play, leisure, and enrichment activities matter in children and young people’s development, and how staff support those experiences in a safe but meaningful way. It goes beyond “letting children play” and looks at how play supports emotional, social, physical, and cognitive development, while also teaching independence, decision-making, and risk awareness.

In real settings, this could be anything from supporting free play in a classroom, helping run an after-school club, or encouraging participation in sports, arts, or group activities. At Assignment Experts, this is a unit where students often find the ideas easy to relate to because it feels very practical, but they struggle when it comes to writing it in a structured way. The assignment expects you to connect everyday play situations to theory, rights like the UNCRC, and professional understanding of risk and development, which is where things usually get more complicated than expected.

Why this unit feels simple but still trips students up

On the surface, this unit looks quite straightforward because everyone understands what play is. The challenge comes when you have to explain it academically and show why it is important from a development and safeguarding perspective.

Students often get stuck on things like:

  • Clearly separating play, leisure, and adult-led activities
  • Linking play to different areas of development rather than just describing it
  • Understanding the UN Convention on the Rights of the Child in context
  • Explaining their own role without being too vague
  • Justifying why children need space to play independently
  • Writing about risk in a balanced, professional way rather than avoiding it

At Assignment Experts, we see a pattern where learners can describe activities from placement easily, but when asked to “analyse value” or “explain importance,” the writing becomes too general. That’s usually where marks get lost.

What the assignment is really testing

This unit is less about theory and more about whether you understand the purpose behind play and structured leisure.

You’re expected to show that you can:

  • Explain how play supports development in multiple areas

  • Understand children’s rights related to rest, play, and leisure

  • Distinguish between different types of activities and adult involvement

  • Recognise your role in supporting but not controlling play

  • Support inclusion in play for children with SEND

  • Understand risk, challenge, and independence in safe environments

  • Contribute to professional discussions about safety and learning balance

In simple terms, it’s about showing that play is not just “free time,” but an essential part of learning and development that needs thoughtful support.

Where students usually struggle

  • Writing too casually about play without linking to development theory

  • Forgetting to mention rights like UNCRC properly

  • Overemphasising safety and missing the importance of risk and challenge

  • Not clearly explaining the difference between play and structured learning

  • Being unclear about their own professional role

  • Struggling to turn practical experience into formal written content

This is often where students come to us, especially when they realise that even though the topic feels familiar, the assignment requires structured explanation, not just description of experience.