What is the difference between the Level 3 Award and the Level 3 Certificate in Education and Training?

The Level 3 Award is a shorter qualification (typically 12 credits) that provides an introduction to teaching. It is ideal for those who are new to teaching or who want to confirm their skills. The Level 3 Certificate (30 credits) is more in-depth and includes additional units on planning and delivering sessions, as well as assessing learners. The Certificate is often required for those who want to teach in the further education sector.

Do I need to have teaching practice to complete the Level 3 Award?

Yes, you are required to complete a minimum of 30 hours of teaching practice (or 15 hours if you are taking the Award as part of a broader qualification). This practice must be observed and assessed by a qualified observer. The teaching practice allows you to apply the theories you learn and receive feedback on your performance.

How is the Level 3 Award assessed?

The qualification is assessed through a combination of written assignments, a micro-teach session (a short teaching session delivered to your peers), and observations of your teaching practice. You will also need to complete a portfolio of evidence that demonstrates your understanding of the units. There are no formal exams.

Can I use this qualification to teach in schools?

The Level 3 Award in Education and Training is primarily designed for teaching in the further education and skills sector (e.g., colleges, adult education, training providers). It is not a teaching qualification for schools (which require QTS or equivalent). However, it can be a useful foundation if you later decide to pursue a career in school teaching.

What is the difference between formative and summative assessment?

Formative assessment is ongoing and used to monitor learner progress and provide feedback to improve learning. Examples include quizzes, discussions, and observations. Summative assessment occurs at the end of a course or unit to evaluate what learners have achieved, such as final exams or graded assignments. Both are important, but formative assessment is more about supporting learning, while summative assessment measures attainment.

How do I ensure my teaching is inclusive?

Inclusive teaching involves adapting your methods to meet the diverse needs of all learners. This can include using a variety of teaching strategies (e.g., visual, auditory, kinesthetic), providing materials in different formats, offering additional support for learners with disabilities, and creating a safe, respectful learning environment. It also means being aware of cultural differences and avoiding assumptions about learners' backgrounds.

Facilitate learning and development for individuals

DEFENCE AWARDING ORGANISATION

vocational

This subtopic delves into the principles and practices of one-to-one learning and development, emphasizing tailored instructional strategies to meet individual learner needs. It equips practitioners with skills to facilitate personalized sessions, support the practical application of new knowledge, and foster reflective practice, ensuring learners can transfer skills effectively in vocational or military settings.

Learning Outcomes

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Key Skills

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Assessment criteria

DAO Level 3 Award in Education and Training

Topic Overview

The DAO Level 3 Award in Education and Training is a foundational qualification for those aspiring to teach or train in the further education and skills sector. It covers the key principles of teaching, learning, and assessment, and is designed for individuals who are new to teaching or who want to confirm their teaching skills. This award is part of the Defence Awarding Organisation's suite of vocationally-related qualifications, tailored to meet the needs of both civilian and military educators.

The qualification is structured around three main units: Understanding Roles, Responsibilities and Relationships in Education and Training; Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training; and Understanding Assessment in Education and Training. These units provide a comprehensive introduction to the teaching cycle, from planning and delivering inclusive sessions to assessing learner progress and maintaining a safe learning environment.

This award is important because it equips educators with the essential knowledge and skills to create effective learning experiences. It also serves as a stepping stone to further qualifications, such as the Level 4 Certificate in Education and Training or the Level 5 Diploma in Education and Training. For those in the defence sector, it ensures that training delivery meets high standards, supporting the development of competent and confident personnel.

Key Concepts

Core ideas you must understand for this topic

→The teaching, learning and assessment cycle: a continuous process of identifying needs, planning, delivering, assessing, and evaluating.
→Inclusive practice: adapting teaching methods to meet the diverse needs of all learners, including those with disabilities, different learning styles, or cultural backgrounds.
→Roles and responsibilities: understanding the boundaries between a teacher/trainer and other professionals, such as assessors, internal quality assurers, and support staff.
→Assessment methods: formative (ongoing) and summative (end-point) assessments, including initial, diagnostic, and ipsative approaches.
→Legislation and codes of practice: key legal requirements such as the Equality Act 2010, Health and Safety at Work Act 1974, and the Data Protection Act 2018.

Learning Objectives

What you need to know and understand

Understand principles and practices of one to one learning and development, Be able to facilitate one to one learning and development, Be able to assist individual learners in applying new knowledge and skills in practical contexts, Be able to assist individual learners in reflecting on their learning and/or development

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for demonstrating a clear rationale for choosing one-to-one over group delivery, referencing specific learner needs and contextual factors.
Must show evidence of initial and diagnostic assessment processes that informed the individual learning plan, with SMART targets and milestones.
Recognise the use of active listening and questioning techniques during a recorded one-to-one session to check understanding and adapt delivery.
Evidence of assisting the learner to apply skills in a practical context, with careful observation and constructive feedback linked to performance criteria.
Assessment requires a reflective account showing how the learner was guided to evaluate their own progress, identifying strengths and areas for improvement.

Assessment Guidance

Guidance for achieving higher grades

💡For the practical assessment, ensure your one-to-one session plan includes differentiated activities linked to the learner’s preferred learning style and job role.
💡Gather strong portfolio evidence by documenting both the session delivery and the follow-up support you provided to embed learning in the workplace.
💡When completing the reflective practice assignment, use a recognized model (e.g., Gibbs or Kolb) and clearly link your reflections to the cycle of planning, doing, reviewing.
💡Demonstrate value-added by showing how you challenged the learner to move beyond their current competence, using stretch targets and aspirational goals.
💡Use specific examples from your own teaching or training context to illustrate your understanding of concepts like inclusive practice or assessment methods. This shows you can apply theory to real situations.
💡When discussing roles and responsibilities, clearly distinguish between your role as a teacher and the roles of other professionals, such as assessors or support staff. Examiners look for clarity on boundaries.
💡In your written assignments, always link your answers to relevant legislation or codes of practice. For example, when discussing equality, reference the Equality Act 2010 and explain how it impacts your practice.

Common Mistakes

Common errors to avoid in your coursework

Treating one-to-one facilitation as an informal chat without a structured plan, leading to lack of clear learning outcomes and assessment.
Failing to adapt resources and activities from group delivery, instead using materials designed for whole-class settings that may not suit individual pacing.
Overlooking the importance of confidentiality and safeguarding boundaries when working alone with a learner, especially in personal discussions.
Neglecting to set ground rules at the start of the one-to-one relationship, resulting in unrealistic expectations or dependency.
Not providing opportunities for the learner to apply skills independently, instead giving excessive scaffolding that hinders autonomous practice.
Misconception: Teaching is just about delivering content. Correction: Effective teaching involves planning, assessing, and reflecting on practice to ensure learners achieve their goals.
Misconception: Inclusive practice means treating all learners the same. Correction: Inclusion requires differentiating instruction to meet individual needs, not treating everyone identically.
Misconception: Assessment is only about grading. Correction: Assessment is a tool for learning, providing feedback to guide improvement and inform teaching adjustments.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•There are no formal prerequisites for this qualification, but a basic understanding of the education sector or some experience in a teaching or training role can be beneficial.
•Good communication and literacy skills are essential, as the course involves written assignments and presentations.

Key Terminology

Essential terms to know

Understand principles and practices of one to one learning and development, Be able to facilitate one to one learning and development, Be able to assist individual learners in applying new knowledge and skills in practical contexts, Be able to assist individual learners in reflecting on their learning and/or development

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Facilitate learning and development for individuals

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Related Topics in DEFENCE AWARDING ORGANISATION vocational Teaching & Education

Assess vocational skills, knowledge and understanding