t levels understanding...core - knowledge and •contexts, concepts, theories and principles...

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UNDERSTANDING T LEVELSFacilitator/s names

Date

Education & Training Foundation 2

01 Why T Levels are being introduced?

02 What are T Levels?

TODAY

01WHY ARE T LEVELS BEING INTRODUCED?

4

• Implementing change

• Direction of travel

• Sainsbury review

• The Educational Landscape today

WHY ARE T LEVELS BEING INTRODUCED?

Education & Training Foundation


In August 2013, the Department for Education (DfE) introduced 16 to 18 Study Programmes.

Think about your involvement in policy change and what impact its introduction had on you and your organisation.

Quick questions?

1. What policy changes have you been involved in implementing or delivering?

2. What led to the positive outcome(s)?

IMPLEMENTING A POLICY CHANGE

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Views from 2020 providers for successful T Level implementation

• Project management: planning, monitoring, evaluation

• Appointment of a T Level lead

• Start planning early

• Communication strategy – what information needed, when, by whom

• Decision-making – sharing process, who inputs, timescales

• Early engagement/involvement of key stakeholders such as employers

IMPLEMENTING CHANGE


“


POLLWHAT GIVES EMPLOYERS CONFIDENCE IN QUALIFICATIONS?

• Stability / consistency

• Coherent / transparent system

• Relevant content (with employer input)

• Assessment that assesses what is important to them (knowledge, skills, behaviours)



The Independent Panel on Technical Education was established in November 2015.

It was tasked with advising ministers on actions to improve the quality of technical education in England and, in particular, to simplify the currently over-complex system and ensure the new system provides the skills most needed for the 21st century. The panel reported in April 2016.

TECHNICAL EDUCATION

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In ‘Chat’ you will find a link to extracts from the report. Read through the report and be prepared to answer the following two questions• What is the key point that was made that most resonates with

you?• What would be your one recommendation going forward?

TECHNICAL EDUCATION



1: A coherent technical education option which develops the technical knowledge and skills required to enter skilled employment, which leads from levels 2/3 to levels 4/5 and beyond, and which is highly valued because it works in the marketplace.

3: Employer-designed standards must be put at its heart to ensure it works in the marketplace. A single, common framework of standards should cover both apprenticeships and college-based provision

REVIEW RECOMMENDATIONS


12: Move away from the current awarding organisation market model, where qualifications which deliver similar but different outcomes compete with one another, and instead adopts a licensing approach.

20: Every 16-18- year-old student following a two-year college-based technical education programme should be entitled to a high-quality, structured work placement.



15: Every college-based route should begin with a two-year programme suitable for 16-18 year olds (although some individuals may take more or less time to complete it). Each of these two-year programmes should begin with a ‘common core’ which applies to all individuals studying that route and is aligned to apprenticeships.

16: After the common core, individuals should specialise to prepare for entry into an occupation or set of occupations.


Education & Training Foundation14

OCCUPATIONAL MAP - CONSTRUCTIONTechnical occupations (2-3) Higher technical

occupations (4-5)Professional occupations (6+)

Design surveying and planning

Design and surveying technician

Design and surveying advanced technician

Design and surveying professional

Onsite construction

Core building tradesperson Construction site supervisor

Construction professional

Construction operative/ supervisor

Metal and steel operative

Construction Specialist Operative/Technician

Building services engineering

BSE operative/technician BSE technician BSE professional

Utilities installation and maintenance operative/technician

Facilities management operative/supervisor

Facilities manager Facilities management professional

ROUTE

PATHWAY / T LEVEL

CLUSTERS / OCCUPATIONAL SPECIALISM

“

A Levels

Subject-based

qualifications

delivered over 2

years by school

sixth-forms,

sixth-form colleges

and FE colleges

T Levels

Designed by

employers aligned to

apprenticeships.

Mainly external

assessment, focus on

technical skills and

knowledge.

Apprenticeships

Work based training

for a minimum of 12

months (80% on the

job and 20% off the

job)


DIFFERENT LEVEL 3 OPTIONS POST-16

Technicals

Different sizes,

mainly unitised with

modular

assessment.

Designed with

employment in mind.

ACADEMIC TECHNICAL

15 ROUTES IN THE OCCUPATIONAL MAP

Agriculture, Environment & Animal Care

Business & Administration

Catering & Hospitality

Education & Childcare Construction

Creative & Design

DigitalEngineering & Manufacturing

Hair & Beauty

Health & Science

Legal, Finance & Accounting

Protective Services

Sales, Marketing & Procurement

Social Care Transport & Logistics

EDUCATION & TRAINING FOUNDATION

20202021

2022 2023


BREAK

10 MINUTES

02WHAT ARE T LEVELS?

19Education & Training Foundation


CORE OCCUPATIONAL SPECIALISM

T LEVEL INDUSTRY

PLACEMENT

ENGLISH AND MATHS

REQUIREMENTS

ADDITIONAL MANDATORY

REQUIREMENTS

QUESTIONS / OBSERVATIONS?

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RELATIONSHIP BETWEEN IP AND TQ

Industry placement

Technical qualification

Technical and employability skills development


QUESTIONS / OBSERVATIONS?


DEVELOPING THE T LEVEL

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Trailblazers T Level Panels Awarding organisations

Standard Outline content

Technical qualification specification

Other elements of T

Level programme

Apprenticeship T Level programme


TECHNICAL QUALIFICATION (TQ) CONTENT

• Provides content relevant to the route

• Contexts, concepts, theories and principlesCORE - knowledge and

understanding

• Skills required to develop a substantial piece of work in response to an employer-set brief.

• Opportunity to develop & apply core skills for employability

CORE - employer set project

• Knowledge and skills necessary to enter employment

• Organised around performance outcomesOccupational specialist

content


DELIVERY MODEL 1

Core Knowledge

Employer Set Project

Occupational Specialism

Industry Placement

English

Maths

Exams

Year 1 Year 2

Summative Assessment


Exams

Learning / Formative Assessment / Preparation for Summative Assessment

Learning / Assessment Preparation

Learning / Assessment / Preparation for Summative Assessment

Learning / Formative Assessment / Preparation for


ExamsLearning /

Assessment Preparation

Resit Exams


Technical and Employability Skills

Development

Resit Summative Assessment


Resit Exams







ResitExams

RestExams

ResitExams

Resit Exams

Resit Exams

ResitExams

DELIVERY MODEL 2

Core Knowledge



Industry Placement

English

Exams

Year 1 Year 2


Employability Skills Development

Technical Skills Development


Exams







Resit Exams






Resit Exams

Resit Exams

DELIVERY MODEL 3

Core Knowledge



Industry Placement

Exams

Year 1 Year 2






Employability Skills

Development



DELIVERY MODEL 4Core Knowledge



Industry Placement

Maths

English

Exams

Year 1 Year 2



ExamsLearning / Assessment Preparation

Employability and Technical Skills Development

ExamsLearning / Assessment Preparation

Learning / Formative Assessment / Integrating Core Knowledge and

Skills into Occupational Specialism Delivery

Tasters




Learning / Formative

Assessment

Learning / Formative

Assessment / Integrating Core Skills

into OS Delivery Learning / Formative Assessment

/ Assessment Preparation



Resit Exams




Resit Exams

Resit Exams


A. A vocational qualification, an Industry Placement and English, maths

and digital skills

B. A technical qualification, work experience, English and maths to Level

2

C. A technical qualification, Industry Placement, English and maths to

Level 2

WHAT ARE THE COMPONENTS OF A T LEVEL COURSE?


A. 315 hours

B. 45 days

C. 9 weeks

WHAT IS THE MINIMUM TIME REQUIREMENT FOR THE INDUSTRY PLACEMENT?


A. It is embedded into the Technical Qualification

B. Students must achieve GCSE grade 5 or above

C. Students must achieve a Level 2 qualification

WHAT IS THE MINIMUM ENGLISH REQUIREMENT FOR THE T LEVEL?


A. The employer providing the Industry Placement

B. An employer selected by the provider

C. A panel of employers convened by the awarding organisation

WHO WILL SET THE EMPLOYER SET PROJECT (ESP)?


A. A* - E

B. Pass, Merit, Distinction, Distinction*

C. A – E

D. Pass, Merit, Distinction

HOW IS THE TECHNICAL QUALIFICATION GRADED?


A. Lord Sainsbury

B. Doug Richard

C. Alison Wolf

WHO CHAIRED THE INDEPENDENT PANEL ON TECHNICAL EDUCATION?

BREAK

30 MINUTES

03HOW WILL THE INTRODUCTION OF

T LEVELS AFFECT WHAT I DO IN MY JOB?

38

• T Level Industry placements: implications and flexibilities

• T Level Assessment: challenges and solutions

• T Levels recruitment

UNDERSTANDING T LEVELS

HOW WILL THE INTRODUCTION OF T LEVELS AFFECT WHAT I DO IN MY JOB?


Industry Placement (IP) core principles

− The placement must align with

Working Time Regulation and can be

outside of a normal academic

timetable

− Providers must ensure the student is

ready to start their placement with the

relevant technical and employability

skills and knowledge

− Providers must comply with their legal

duties under the Equality Act 2010 so

that SEND students can benefit as

much as their non-SEND peer

− Providers safeguard their students

when on placement and be satisfied

that workplaces will be safe

environments


Industry Placement (IP) core principles− There can be up to two employers for each student

− The placement must align with Working Time

Regulation and can be outside of a normal

academic timetable

− Providers must ensure the student is ready to start

their placement with the relevant technical and

employability skills and knowledge

− Providers safeguard their students when on

placement and be satisfied that workplaces will be

safe environments

− It must be relevant to the OS

− The IP must take place in a working environment

− The duration must be a minimum of 315 hours

− To complete the placement, students must

demonstrate progress against agreed learning goals

− Providers must comply with their legal duties under

the Equality Act 2010 so that SEND students benefit

as much as non-SEND peer

− There is no defined structure to follow.


IP flexibilities‾ Students can undertake up to 35 hours of short work taster activities which are

relevant to their chosen T Level to help them decide on an area in which to

specialise.

‾ A student's part-time job hours can now be counted towards the required

hours, so long as the job is occupationally relevant to their Occupational

Specialism

‾ Flexibilities are introduced for fair access to placement for students with special

education needs and disabilities (SEND) and young offenders

− There are route specific flexibilities for education and childcare, construction,

digital and engineering and manufacturing.


T Level assessment – core exams− One or two core exams− 2-2.5 hours each− Must be taken in the same assessment window (November

or May/June)− Externally set and marked− MCQ, short answer, extended response− Graded A*-E across both papers


T Level assessment – employer-set project

− Externally set and marked− May/June, November− First attempt must be in the same window as the core exam(s)− Graded A*-E− Panels of employers arranged by awarding organisation set the

project brief− Series of tasks, typically between 2-3 hours− Total approximately 12-15 hours


Implications of Core assessments

− Scheduling− Support for students− To employers− Data capture


BREAK

10 MINUTES

T Level assessment – Occupational Specialisms (OS)

− Externally set− Mainly externally marked, may be some internal

marking− April/May of year 2− Based around Performance Outcomes− Series of tasks typically 2-3 hours each− Total 30-50 hours


T Level assessment

− How do you think employers will view these assessment

arrangements? Will these assessments give them confidence in the

outcome?

− What will be students’ perceptions of these methods?

− What additional resources will be needed to administer the

assessments?

− How will student progress be monitored if most assessment takes

place in year 2?


“

A Levels

Subject-based

qualifications delivered

over 2 years by school

sixth-forms, sixth-form

colleges and FE

colleges

T Levels

Designed by employers

aligned to

apprenticeships.

Mainly external

assessment, focus on

technical skills and

knowledge.

Apprenticeships

Work based training for

a minimum of 12

months (80% on the job

and 20% off the job)


DIFFERENT LEVEL 3 OPTIONS POST-16

Technicals

Different sizes, mainly

unitised with modular

assessment.

Designed with

employment in mind.

ACADEMIC TECHNICAL

T Level recruitment – learner profiles

− Age− Experience− Gender− Aspirations− Skills (English, maths, digital, technical, employability)− Attributes / qualities− Qualifications / prior education− Personal commitments− Particular needs


T Level communication

− 3 key messages that could be used when promoting T Levels

− 3 potential challenges from the perspective of one or more of the following

− Employers− Potential students− Student advocates (e.g. parents / carers)


04HOW CAN I HELP MAKE THE INTRODUCTION

OF T LEVELS A SUCCESS?

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• The T Level student experience and where you fit in

• Support available for the introduction of T Levels

• Personal action planning to help make the introduction of T Levels a success

• Recap/remaining questions.

UNDERSTANDING T LEVELS: HOW CAN I HELP MAKE THE INTRODUCTION OF T LEVELS A SUCCESS


“

Learner Support

Initial and diagnostic assessment

Enrolment and Induction

Recruitment

Certification

English and maths Grade 4 / Level 2

CoreAssessment

• Exams• Employer-Set Project

Applied and practical

assessmentOccupational Specialism(s)

Industry Placement

Industry Placement

Other employer requirements

The T Level Student Experience


ProgressionInformation Advice and Guidance


The gateway to the TLPD offer and provides the opportunity to undertake a Training Needs Analysis…

T LEVEL PROFESSIONAL DEVELOPMENT PLATFORM

• Identifies specific gaps and

areas for development in your

skills and knowledge around T

Levels.

• Generates a personalised

training package, tailored

specifically to job roles, levels of

experience and knowledge.

pdp.etfoundation.co.uk/


TLPD OFFER

• Understanding T Levels: develop your knowledge of T Levels to prepare for delivery and provide learners with high quality advice and guidance.

• T Level Role and Route Specific Training: personalised CPD journeys created from a range of courses, modules, workshops and other activities structured to meet specific professional development needs.

• Professional Development for Leaders: helping all staff in leadership roles to shape the strategic direction of their organisation.

• Industry Insights: apply for workplace shadowing and placement opportunities and attend industry workshops to ensure current industry practice is reflected in T Level teaching.

• Networks: Interact, collaborate and share effective practice with colleagues across the sector.

• T Level Resource Improvement Projects (TRIPs): collaborate on action research projects with staff from other T Level providers to improve teaching and outcomes for learners.

As well as the Training Needs Analysis, the TLPD offer includes:


Sign up via the ETF website and be the first to hear about new CPD and important updates.

etfoundation.co.uk/tlevel-bulletin

TLPD EMAIL BULLETIN

http://etfoundation.co.uk/tlevel-bulletin

http://etfoundation.co.uk/tlevel-bulletin


Role of Regional Facilitator

• Raise awareness of T Level qualifications

• Support the planning and delivery of T Levels with providers

• Signpost providers to relevant CPD and networking opportunities

• Provide sector intelligence feedback

REGIONAL FACILITATORS: The Education and Training Foundation (ETF) has a team of Regional Facilitators (RFs) working to support providers with our T Level Professional Development offer.

https://www.et-foundation.co.uk/supporting/professional-development/technical-education/t-levels/regional-facilitators-map/


1. Who is the first person you now need to speak to internally in relation to T Levels?

2. What is the first document you need to read in relation to T Levels?

PERSONAL ACTION PLANNING


01 Why are T Levels being introduced?

02 What are T Levels?

03 How will the introduction of T Levels affect what I do in my job?

04 How can I make the introduction of T Levels a success?

TODAY

ETFOUNDATION.CO.UK

THANK YOUANY QUESTIONS?

[email protected]

t levels understanding...core - knowledge and •contexts, concepts, theories and principles...

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