What jobs can I get with a King's Trust Level 3 Certificate in Working with Young People?

This qualification can lead to roles such as youth support worker, teaching assistant, community outreach worker, or project worker in charities, local authorities, or schools. It also provides a foundation for further study, like a Level 4 Diploma in Youth Work, which can lead to qualified youth worker status.

How long does it take to complete the Level 3 Certificate?

Typically, the course takes 6-12 months to complete, depending on your study mode (full-time or part-time) and placement hours. It involves around 180-200 guided learning hours plus additional time for assignments and practical experience.

Do I need a DBS check for this course?

Yes, because you will be working with young people in a placement or practical setting. You will need to undergo an enhanced Disclosure and Barring Service (DBS) check, which your training provider will usually arrange.

Is this qualification equivalent to A-levels?

Yes, a Level 3 Certificate is equivalent to one A-level in terms of UCAS tariff points. It is a recognised qualification for university entry, particularly for courses in youth work, social work, education, or community studies.

What is the difference between the Certificate and the Diploma?

The Certificate is a smaller qualification (typically 30 credits) focusing on core knowledge and skills, while the Diploma (60 credits) is more extensive and includes additional units, deeper theory, and more placement hours. The Diploma is often required for professional youth work roles.

Can I study this course online?

Many providers offer blended learning, combining online theory sessions with in-person practical placements. However, due to the practical nature of the qualification, you will need to complete a placement in a youth work setting to meet assessment requirements.

Coaching and/or Mentoring young people

KING'S TRUST

vocational

This element equips learners with the theoretical understanding and practical skills to effectively coach and mentor young people in a support context. It explores the distinctions between coaching and mentoring, ethical responsibilities, and the structured process of initiating, maintaining, and concluding mentoring relationships. Learners will apply these skills in real or simulated settings, concluding with reflective evaluation of their own practice.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

King's Trust Level 3 Certificate In Working with Young People

Topic Overview

The King's Trust Level 3 Certificate in Working with Young People is a vocationally-related qualification designed for those aiming to support young people in various settings, such as youth work, education, or community projects. This qualification focuses on developing practical skills and theoretical knowledge to effectively engage, motivate, and empower young people aged 11-25. It covers key areas like understanding youth development, building positive relationships, safeguarding, and promoting equality and inclusion.

This certificate is part of the King's Trust (formerly The Prince's Trust) suite of qualifications, which are highly regarded for their emphasis on real-world application and personal development. The course is structured around units that combine classroom learning with practical experience, enabling students to apply their knowledge in youth work contexts. It is ideal for those starting their career in youth work or looking to formalise their existing experience.

Studying this qualification matters because it equips you with the skills to make a tangible difference in young people's lives. You'll learn how to support their personal and social development, help them overcome barriers, and create safe, inclusive environments. The qualification also provides a pathway to further study, such as a Level 4 Diploma in Youth Work, or direct employment in roles like youth support worker, teaching assistant, or community outreach officer.

Key Concepts

Core ideas you must understand for this topic

→Youth Development Theories: Understanding key theories such as Erikson's psychosocial stages, Bronfenbrenner's ecological systems theory, and Piaget's cognitive development to explain how young people grow and change.
→Safeguarding and Child Protection: Knowing legal frameworks like the Children Act 1989 and 2004, Working Together to Safeguard Children, and how to recognise and respond to signs of abuse or neglect.
→Building Positive Relationships: Techniques for establishing trust, active listening, empathy, and maintaining professional boundaries with young people.
→Equality, Diversity, and Inclusion: Applying the Equality Act 2010, challenging discrimination, and creating inclusive environments that respect different backgrounds, cultures, and needs.
→Youth Participation and Empowerment: Strategies to involve young people in decision-making, encourage their voice, and support them to take ownership of their learning and development.

Learning Objectives

What you need to know and understand

Explain the role and purpose of mentoring in supporting young people
Analyse the differences between coaching and mentoring approaches
Develop a mentoring agreement that establishes roles, boundaries, and confidentiality
Implement planned mentoring sessions using appropriate communication techniques
Evaluate the effectiveness of own mentoring practice against professional standards
Apply reflective models to enhance future mentoring interventions

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for demonstrating a clear understanding of the mentoring contract, including boundaries, confidentiality, and referral protocols
Evidence of establishing rapport and trust with the young person, supported by session records or observations
Clear documentation of mentoring goals, actions, and review stages across multiple sessions
Inclusion of self-evaluation that critically reflects on strengths and areas for development, referencing specific mentoring models

Assessment Guidance

Guidance for achieving higher grades

💡Use a structured model such as GROW or CLEAR to frame your mentoring sessions and provide evidence of its application in your portfolio
💡Include anonymised, dated records of each mentoring meeting with verbatim examples of questioning techniques to showcase active listening
💡Reflect on a specific challenging moment and how you adapted your approach, linking to theory like Egan’s skilled helper model
💡Gather feedback from the young person or a supervisor to triangulate your reflective account and demonstrate commitment to professional development
💡Tip 1: Use real-world examples in your answers. When discussing theories or concepts, link them to practical scenarios you've experienced or observed. This shows you can apply theory to practice, which is a key assessment criterion.
💡Tip 2: Understand the assessment criteria for each unit. The qualification uses a combination of assignments, reflective journals, and observations. Make sure you know what each assessment requires, such as demonstrating specific skills or providing evidence of your work with young people.
💡Tip 3: Reflect critically on your practice. In written assignments, don't just describe what you did; analyse why you did it, what worked well, what you would change, and how theory informed your actions. This demonstrates higher-level thinking and meets the requirements for merit and distinction grades.

Common Mistakes

Common errors to avoid in your coursework

Confusing mentoring with counselling or social work, leading to overstepping professional boundaries
Failing to agree and document a formal mentoring contract before commencing sessions
Providing direct advice rather than facilitating the young person’s own problem-solving and decision-making
Neglecting to seek supervision or reflective feedback, resulting in unexamined practice
Misconception: Youth work is just about keeping young people entertained. Correction: While activities are important, youth work is a professional practice focused on personal and social development, education, and empowerment. It involves planned interventions, reflective practice, and outcomes-based work.
Misconception: Safeguarding means reporting every minor concern. Correction: Safeguarding involves a proportionate response. You should follow your organisation's policies, but not every issue requires a formal report. Use professional judgement and seek advice from your safeguarding lead when unsure.
Misconception: You must be a 'friend' to young people to build relationships. Correction: Professional boundaries are crucial. Being approachable and empathetic is important, but you must maintain a professional role, avoid favouritism, and never share personal information that could compromise your position.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic understanding of child development or experience working with young people (voluntary or paid) is helpful but not essential.
•Good communication and interpersonal skills, as the course involves group work and practical placements.
•A commitment to safeguarding and promoting the welfare of young people, including willingness to undergo a Disclosure and Barring Service (DBS) check.

Key Terminology

Essential terms to know

Mentoring vs coaching distinctions
Ethical boundaries and confidentiality
The mentoring lifecycle and contracting
Active listening and questioning skills
Reflective practice and supervision
Goal setting with young people

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Coaching and/or Mentoring young people

Assessment criteria

Topic Overview

Key Concepts

Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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Related Topics in KING'S TRUST vocational Learning Support