Focus Awards Level 3 Diploma in Specialist Support for Teaching and Learning in Schools (RQF)

Prepare for Professional School Support Roles

Ofqual Regulated

44 Credits

235 GLH

Flexible Online Learning

(TQT): 440 Hours

Assessment Based

Upcoming Session

  

Quick Course Guide

The Focus Awards Level 3 Diploma in Specialist Support for Teaching and Learning in Schools (RQF) is a regulated occupational qualification designed for members of the school workforce who provide direct support to teaching and learning. It develops the knowledge, understanding and practical skills required to support pupils effectively alongside teachers, with particular attention to learning support, inclusion, bilingual support, special educational needs and professional development.

The qualification is listed by Focus Awards with Qualification Reference Number (QRN) 601/7672/6 and is positioned at Level 3 within the Regulated Qualifications Framework (RQF). Focus Awards describes it as an occupational qualification and confirms that it is available to learners. The published specification states that the qualification is available for use in England and Northern Ireland. Focus Awards

The learning content covers key areas of specialist support in school environments. These include professional communication and relationships with children, young people and adults; understanding schools as organisations; supporting learning activities; promoting positive behaviour; equality, diversity and inclusion; assessment for learning; child and young person development; health and safety; and safeguarding. Learners can also develop more specialised knowledge and skills in areas such as literacy and numeracy support, bilingual learners, special educational needs, communication and interaction needs, sensory or physical needs, learner wellbeing, mentoring, transitions and working with parents.

For UK learners, the qualification provides structured Level 3 learning aligned with the school support workforce. For international learners, it offers a clear framework for understanding specialist teaching and learning support practices that can be considered alongside local education-sector requirements and professional expectations.

To enrol in the Focus Awards Level 3 Diploma in Specialist Support for Teaching and Learning in Schools (RQF), learner should meet the following entry requirements:

  • Minimum Age: 16 years
  • Educational Background: No specific formal educational qualification is required by Focus Awards.
  • Work Experience: No specific previous work experience is required. However, the qualification is designed for members of the school workforce who directly support teaching and learning.
  • Prior Knowledge: No specific prior knowledge or qualification is required. Additional entry criteria may be specified by the approved centre where appropriate.

Mandatory Units

  • Communication and Professional Relationships with Children, Young People and Adults — 10 Credits
  • Schools as Organisations — 15 Credits
  • Support Learning Activities — 20 Credits
  • Promote Children and Young People’s Positive Behaviour — 15 Credits
  • Develop Professional Relationships with Children, Young People and Adults — 10 Credits
  • Promote Equality, Diversity and Inclusion in Work with Children and Young People — 10 Credits
  • Support Assessment for Learning — 20 Credits
  • Engage in Personal Development in Health, Social Care or Children’s and Young People’s Settings — 10 Credits
  • Support Children and Young People’s Health and Safety — 15 Credits
  • Understand Child and Young Person Development — 30 Credits
  • Understand How to Safeguard the Well-being of Children and Young People — 25 Credits

Optional Units – Group B

  • Plan and Deliver Learning Activities Under the Direction of a Teacher — 21 Credits
  • Support Literacy Development — 18 Credits
  • Support Numeracy Development — 18 Credits
  • Support Teaching and Learning in a Curriculum Area — 12 Credits
  • Support Delivery of the 14–19 Curriculums — 15 Credits
  • Provide Literacy and Numeracy Support — 16 Credits
  • Support Gifted and Talented Learners — 21 Credits
  • Support Children’s Speech, Language and Communication — 30 Credits
  • Support Bilingual Learners — 23 Credits
  • Provide Bilingual Support for Teaching and Learning — 32 Credits

Optional Units – Group C

  • Support Disabled Children and Young People and Those with Special Educational Needs — 24 Credits
  • Support Children and Young People with Behaviour, Emotional and Social Development Needs — 25 Credits
  • Support Learners with Cognition and Learning Needs — 21 Credits
  • Support Learners with Communication and Interaction Needs — 21 Credits
  • Support Learners with Sensory and/or Physical Needs — 21 Credits
  • Support Individuals to Meet Personal Care Needs — 16 Credits

Optional Units – Group D

  • Work with Other Practitioners to Support Children and Young People — 15 Credits
  • Plan, Allocate and Monitor Work of a Team — 25 Credits
  • Provide Leadership and Direction for Own Area of Responsibility — 30 Credits
  • Set Objectives and Provide Support for Team Members — 35 Credits
  • Support Learning and Development Within Own Area of Responsibility — 25 Credits
  • Team Working — 23 Credits

Optional Units – Group E

  • Support Children and Young People During Transitions in Their Lives — 18 Credits
  • Develop Interviewing Skills for Work with Children and Young People — 21 Credits
  • Facilitate the Learning and Development of Children and Young People Through Mentoring — 30 Credits
  • Improving the Attendance of Children and Young People in Statutory Education — 40 Credits
  • Promote the Well-being and Resilience of Children and Young People — 30 Credits
  • Provide Information and Advice to Children and Young People — 22 Credits
  • Support Children and Young People to Achieve Their Education Potential — 30 Credits
  • Support Children and Young People to Make Positive Changes in Their Lives — 27 Credits
  • Support Young People in Relation to Sexual Health and Risk of Pregnancy — 10 Credits
  • Support Young People to Develop, Implement and Review a Plan of Action — 25 Credits
  • Support Young People Who Are Socially Excluded or Excluded from School — 10 Credits

Optional Units – Group F

  • Assist in the Administration of Medication — 25 Credits
  • Invigilate Tests and Examinations — 19 Credits
  • Lead an Extra-Curricular Activity — 16 Credits
  • Maintain Learner Records — 12 Credits
  • Monitor and Maintain Curriculum Resources — 14 Credits
  • Organise Travel for Children and Young People — 12 Credits
  • Supervise Children and Young People on Journeys, Visits and Activities Outside of the Setting — 15 Credits
  • Work in Partnership with Parents to Engage Them with Their Children’s Learning and Development in Schools — 31 Credits

The Focus Awards Level 3 Diploma in Specialist Support for Teaching and Learning in Schools (RQF) is particularly relevant for learners who want to develop specialist knowledge and practical capability in supporting teaching, learning and pupil development within school environments. Focus Awards identifies the qualification as a Level 3 qualification for members of the school workforce who directly support the teaching and learning of pupils.

This course may be suitable for learners who:

  • Work in a school support role: Suitable for teaching assistants, learning support staff and other members of the school workforce whose responsibilities involve supporting pupils and classroom learning.
  • Want specialist teaching and learning support knowledge: The qualification covers areas including supporting learning activities, assessment for learning, positive behaviour, equality and inclusion, child development, safeguarding, health and safety, and professional relationships. Focus Awards
  • Want to support learners with additional needs: The available specialist units include support for disabled children and young people, special educational needs, cognition and learning needs, communication and interaction needs, and sensory or physical needs.
  • Are interested in literacy, numeracy or language support: Optional learning areas include literacy development, numeracy development, speech, language and communication, bilingual learners, and curriculum-area support.
  • Want to develop broader pupil-support skills: The qualification includes specialist areas such as mentoring, transitions, learner wellbeing, attendance, educational potential and working with parents.
  • Already have relevant school-based experience: Learners who are familiar with classroom or school support environments may find the specialist content particularly relevant to their existing responsibilities.
  • Are preparing for school-based support work: The qualification can provide structured occupational learning for learners developing knowledge and skills relevant to specialist support roles, although individual employers may have additional requirements.
  • Are international learners seeking UK-regulated learning: The qualification is positioned within the Regulated Qualifications Framework (RQF) and has QRN 601/7672/6. Focus Awards states that its qualification is accredited for use in England and Northern Ireland. International learners should also consider the employment, recognition and regulatory requirements applicable in their own country.

The course is especially relevant where the learning objective is not simply to understand teaching support, but to develop a broader specialist support profile covering learning, inclusion, safeguarding, pupil development and targeted educational support. The qualification includes mandatory learning alongside optional specialist units, allowing the overall programme to address different areas of school support practice. Focus Awards

In summary: This qualification is worth considering when a learner’s goal is to build Level 3 knowledge and skills for specialist support of teaching and learning in schools, particularly across pupil development, inclusive practice, safeguarding, learning support and additional educational needs. It should be matched against the learner’s current experience, intended school-support role and any additional requirements set by employers or local education authorities.

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