What is the difference between the Level 3 Award in the Principles of Delivering Learning and the Level 3 Award in Education and Training?

The Level 3 Award in the Principles of Delivering Learning is a knowledge-only qualification, meaning it covers the theory behind teaching without requiring you to deliver a micro-teach session. In contrast, the Level 3 Award in Education and Training includes a practical teaching component where you must plan and deliver a short session to your peers. The Principles award is ideal if you want to understand the theory before moving into practice, while the AET is more hands-on.

Do I need to have a teaching placement to take this course?

No, you do not need a teaching placement for this qualification. Since it is knowledge-based, you can complete it without access to learners. However, having some experience of working with learners (e.g., as a volunteer or teaching assistant) can help you relate the theory to real-world situations. If you later progress to a practical teaching qualification, you will need a placement.

How long does it take to complete the Level 3 Award in the Principles of Delivering Learning?

The course typically takes between 6 to 12 weeks to complete, depending on your study pace and the delivery method (e.g., part-time evening classes, online learning, or intensive workshops). It is a 12-credit qualification, and most providers recommend around 120 hours of study time, including reading, assignments, and research.

What are the assessment methods for this qualification?

Assessment is usually through written assignments or a portfolio of evidence. You will need to complete tasks such as writing about your roles and responsibilities, explaining how to create an inclusive environment, and describing assessment methods. There is no exam or practical teaching observation. Your work will be internally assessed by your tutor and externally moderated by City & Guilds.

Can I use this qualification to teach in schools?

This qualification alone is not sufficient to teach in state-maintained schools in England, as that requires Qualified Teacher Status (QTS). However, it is widely recognised for teaching in further education colleges, adult and community learning, private training providers, and work-based learning. It can also be a stepping stone to higher-level teaching qualifications that may lead to QTS.

What is the teaching and learning cycle and why is it important?

The teaching and learning cycle is a four-stage process: identifying needs, planning learning, facilitating learning, and assessing learning. It is important because it ensures that teaching is systematic and learner-centred. By following the cycle, you can identify what learners already know, plan appropriate activities, deliver them effectively, and then evaluate outcomes to improve future sessions. This cycle is a core principle in all teaching qualifications.

Understand How to Plan a Learning Session

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vocational

This subtopic covers the essential principles of designing effective learning sessions, including identifying learner needs, setting clear aims and SMART objectives, structuring content logically, selecting appropriate resources and teaching methods, and planning inclusive assessment opportunities. It underpins the practical skill of creating session plans that align with curriculum requirements and meet diverse learner needs in vocational or adult education settings.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

City & Guilds Level 3 Award In the Principles of Delivering Learning (QCF)

Topic Overview

The City & Guilds Level 3 Award in the Principles of Delivering Learning (QCF) is a foundational qualification for those entering the teaching and training sector. It covers the essential knowledge required to plan, deliver, and assess inclusive learning sessions in a variety of educational settings. This award is particularly suited for new teachers, trainers, or assessors who need to understand the key principles of teaching without yet requiring a full teaching qualification.

The course focuses on the roles and responsibilities of a teacher, the importance of inclusive practice, and how to create effective learning environments. It also introduces key concepts such as differentiation, assessment for learning, and the use of resources to support diverse learner needs. By completing this award, you will be equipped with the theoretical underpinning needed to begin your teaching journey confidently.

This qualification sits within the broader City & Guilds teaching suite and is often a stepping stone to the Level 3 Award in Education and Training (AET) or the Level 4 Certificate in Education and Training. It is widely recognised by employers in further education, adult and community learning, and private training providers. Mastering these principles is crucial for ensuring that your teaching is legal, ethical, and effective.

Key Concepts

Core ideas you must understand for this topic

→Roles and responsibilities of a teacher: including legal requirements (e.g., Health and Safety, Equality Act 2010), professional boundaries, and the importance of being a reflective practitioner.
→Inclusive learning: understanding how to meet the needs of all learners, including those with disabilities, different learning styles, and varied backgrounds, through differentiation and reasonable adjustments.
→Assessment for learning: using initial, formative, and summative assessments to identify learner starting points, monitor progress, and provide constructive feedback.
→Creating a safe and supportive learning environment: establishing ground rules, promoting mutual respect, and managing behaviour effectively to maximise learner engagement.
→The teaching and learning cycle: planning, delivering, assessing, and evaluating – and how each stage informs the next to ensure continuous improvement.

Learning Objectives

What you need to know and understand

Understand how to plan a learning session

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for demonstrating the use of a standardised session plan template that clearly identifies aims, learning outcomes, lesson structure, timings, and assessment methods.
Assessors must see evidence that learner needs have been analysed and used to inform differentiation strategies, such as adapting resources, questioning, or activities for specific individuals or groups.
Credit is given for linking learning outcomes to assessment criteria and showing how formative checks are integrated at key points to monitor progress.
Look for a logical sequence that demonstrates progression (e.g., starter, development, consolidation, plenary) and clear links to previous and future sessions.

Assessment Guidance

Guidance for achieving higher grades

💡In your assignment, always justify your planning decisions with reference to teaching and learning theory (e.g., Bloom’s Taxonomy, Kolb’s cycle) and your group profile.
💡Practice writing learning outcomes that are SMART and use active verbs at different cognitive levels to demonstrate progression.
💡Use a reflective journal or commentary to explain how you would adapt your session plan if things go off-track—contingency planning is highly valued.
💡Show explicit links between your session plan and the assessment strategy of the qualification, and reference how you would give developmental feedback.
💡When answering questions about roles and responsibilities, always link your points to specific legislation (e.g., Equality Act 2010, Data Protection Act 2018) and professional codes of practice (e.g., from the Education and Training Foundation). This shows depth of understanding.
💡For inclusive practice questions, use concrete examples of differentiation (e.g., providing handouts, using visual aids, or allowing extra time). Avoid vague statements like 'I will support all learners' – be specific about how.
💡In assessment questions, clearly distinguish between initial, formative, and summative assessment. Explain how each type is used in the teaching cycle and why feedback is crucial for learner development.

Common Mistakes

Common errors to avoid in your coursework

Confusing the session aim (broad, overarching intention) with specific, measurable learning outcomes, leading to vague or unassessable objectives.
Failing to consider learner diversity: assuming a ‘one-size-fits-all’ approach without planning extensions for advanced learners or support for those with additional needs.
Overplanning content for the allocated time, resulting in rushed delivery and missed assessment opportunities, or conversely, providing insufficient challenge.
Neglecting to include a clear plenary or consolidation activity to review learning and prepare for next steps.
Omitting risk assessment or health and safety considerations, especially in practical vocational sessions.
Misconception: 'Teaching is just about delivering content.' Correction: Effective teaching involves planning, assessing, and adapting to learner needs. Delivery is only one part of the teaching and learning cycle.
Misconception: 'Inclusion means treating all learners the same.' Correction: Inclusion is about providing equal opportunities by differentiating resources, activities, and support to meet individual needs, not treating everyone identically.
Misconception: 'Assessment is only for grading.' Correction: Assessment is primarily for learning – it helps you and the learner understand progress, identify gaps, and plan next steps. Formative assessment is ongoing and not just about final grades.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•A basic understanding of the education system in the UK, including different types of educational settings (e.g., further education, adult education, work-based learning).
•Some experience of working with learners (e.g., as a teaching assistant, trainer, or volunteer) is helpful but not essential.
•Good written and spoken English, as the course involves producing written assignments and delivering micro-teach sessions.

Key Terminology

Essential terms to know

Understand how to plan a learning session

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Understand How to Plan a Learning Session

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Frequently Asked Questions

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