​1.    Explain the ICF model (body functions/structures, activity, participation, environmental and personal factors) and apply it to structure assessment, clinical reasoning, and goal-setting for a child or adolescent with neurodisability.
2.    Explain systems-based theories of motor control and development (Bernstein, 1967; Newell, 1986; Thelen & Smith, 1994) and relate them to the theoretical assumptions underpinning both the ICF and the Bobath Concept (BBTA, 2007).
3.    Use GMFCS, MACS, CFCS and EDACS to classify a child's functional profile and communicate it clearly to the multidisciplinary team and family.
4.    Apply hypothesis-oriented clinical reasoning (Jones/Edwards model) to generate and test hypotheses about the sources of a child's activity and participation limitations.
5.    Conduct a structured current ability / emerging ability / valued goal analysis, grounded in the zone of proximal development (Vygotsky, 1978) and the challenge point framework (Guadagnoli & Lee, 2004), and map findings explicitly onto ICF domains.
6.    Differentiate assessment and intervention priorities for infants at risk of CP, school-age children, and adolescents with neurodisability, including secondary musculoskeletal, psychosocial, and transition-related issues.
7.    Collaboratively set SMART, ICF-linked, family- and young-person-centred goals using tools such as the COPM and Goal Attainment Scaling.
8.    Select, justify, and adapt treatment strategies — facilitation/handling, task-oriented and goal-directed practice, and environmental modification — based on clinical reasoning rather than habit or protocol.
9.    Demonstrate this integrated reasoning process live with a child or adolescent under supervision, and critically reflect on their own reasoning and practice.
10.    Critically appraise current evidence, including areas of genuine controversy, for Bobath/NDT and goal-directed/task-oriented approaches, and articulate this evidence base to families.