T LEVELS
An inTuition supplement focusing on T Levels and the T Level Professional Development offer
Leading the way
Creating genuinely equivalent and respected pathways into higher study and skilled work
CONTENTS
04 TACKLING CHALLENGES
The practical issues that need to be overcome in order for T Levels to offer a valuable alternative, according to Sam Callear
07 BOOSTING COHESION
Anthony Harvey says T Levels have the potential to enhance social mobility
08 NAVIGATING THE MAZE
Clare Dorotiak asks: what are the common challenges of employer placements?
10 HELPING HAND
Effective relationships with employers are essential to the success of T Levels
11
MAKING MOVIE MAGIC
Some T Level students had the opportunity to embark on an exciting filmmaking project
12
KEEP THEM KEEN
Are T Levels the right fit for individual learners? It’s important to take the time to explain what is involved
13
EMBEDDING EXCELLENCE
Kirsten Hollister says educators must ensure that learners thrive in an artificial intelligence-first world
14
BODY LANGUAGE
Mike Tyler argues that T Levels require a robust embodied curriculum and pedagogy
EDITOR: Nick Martindale LEAD
Amy Beveridge PICTURE
Akin Falope PRODUCTION: Jane Easterman jane.easterman@redactive.co.uk
WELCOME
Delivering on ambition
Government, ETF and providers are creating genuinely equivalent and respected pathways into higher study and skilled work
Since their introduction in 2020, T Levels have become a defining feature of England’s technical education landscape. Conceived as a flagship reform to strengthen the link between education and employment, they were designed to create genuinely equivalent and respected pathways into higher study and skilled work.
Five years on, T Levels are maturing into a significant part of the post-16 offer, supported by government investment and a continuing policy commitment to expand their reach, simplify delivery and reinforce the role of employers in shaping and hosting industry placements.
This is the third T Level-focused inTuition supplement since their inception and, increasingly, we see that the ambition of government is shared by educators, employers and policymakers alike. In the previous supplement (December 2023), I commented that collaboration needed to remain at the heart of delivery to ensure that all T Level learners enjoy the best possible experience on their course and secure promising and exciting pathways for their future.
As you will see through this supplement, across sectors from engineering and manufacturing to health, digital and creative industries, T Levels are helping learners to build confidence, competence
The Education Training Foundation has been instrumental in building this ecosystem through its T Level Professional Development programme
and connections to the world of work.
As many contributors here highlight, their successful delivery depends on an ecosystem that can sustain collaboration between providers and employers, to ensure equitable access to placements and effective preparation of learners for the professional expectations of the workplace.
The Education Training Foundation (ETF) has been instrumental in building this ecosystem through its T Level Professional Development programme, which continues to equip teachers, leaders and employers with the knowledge, confidence and practical tools to collaborate effectively and deliver high-quality T Level experiences.
The reflections shared in these pages capture both the achievements to date and the challenges still to be addressed, employer capacity, learner readiness and regional variation in placement opportunities among them.
The government’s ongoing commitment to T Levels, reinforced through recent reforms to placement flexibility and the extension of financial support for employers, signals that these qualifications are here to stay.
The recently published Curriculum and Assessment Review report offers valuable insight into the next stage of T Level development. Its analysis of learner outcomes, employer engagement and qualification coherence will help shape future implementation, providing greater clarity on how T Levels can continue to evolve as a cornerstone of the government’s technical education and skills reform agenda.
As this supplement illustrates, the success of T Levels ultimately rests on partnership: between government and providers, between employers and educators, and between learners and the opportunities we collectively create for them.
DR VIKKI SMITH FSET is executive director
of education & standards at ETF
Tackling
challenges
T Levels have the potential to offer young people a valuable alternative to A Levels or apprenticeships. But there are practical issues that need to be overcome if they are to fulfil this, says Sam Callear
Over recent years, many would argue that the increased quality of the apprenticeship programme (particularly the introduction of the sought-after degree apprenticeship) has gone some way to addressing the esteem challenge between academic and technical and vocational education and training (TVET).
Apprenticeship programmes are not without their issues, but in many sectors (such as engineering and manufacturing) the competition for apprenticeships with great employers and incredible providers is fierce. T Levels provide an alternative route for young people to get technical skills and knowledge, with a greater emphasis on classroom-based learning but also a substantial industry placement.
With an ageing demographic, changing expectations of a working day and fewer imports of skilled labour since Brexit (Home Office, 2025), the pipeline of engineeringand technician-level staff needs bolstering. Having a variety of TVET approaches (including apprenticeships, T Levels and other vocational qualifications) ensures
One of the largest barriers is capacity of employers to support industrial placements
that the opportunity to enter the sector is kept as broad as possible to address the growing issue of skills shortages.
In engineering and manufacturing, with skills gaps looming large, many employers see real potential in T Levels. However, after a number of years of delivery, it is clear there are serious challenges which, unless addressed, risk limiting their impact. In the experience of our members, the system needs two key refinements to better align with employer needs.
One of the largest barriers is the capacity of employers to support industrial placements. Many companies – especially small and mediumsized enterprises (SMEs) – simply don’t have the capability or capacity to host placements. This is often down to financial constraints and the knock-on impact to production but can equally relate to health and safety compliance or insurance.
Something needs to change to make the concept of industrial placements easier and/or more attractive for businesses, especially smaller ones, to buy into. While the flexibilities introduced in January 2025 (such as the 20 per cent remote allowance) (DfE, 2024) have been helpful, more needs to be done to ensure the rigidity of the placement is less of a barrier.
There also needs to be more done to ensure that the employment is a genuine and supported outcome following a T Level. Employers are interested in competence and the ability to do a job, and it is here where the T Level (certainly in engineering) falls short in comparison with its key equivalent, the Level 3 apprenticeship.
Despite T Level learning outcomes being aligned to the apprenticeship knowledge, skills and behaviours, it is the difference in learners’ opportunity
to embed knowledge and skills in the workplace and get the same rounded understanding of work expectations that sets the two pathways apart. Many employers we work with are clear that T Level learners need further support to become ‘fully’ competent and autonomous in the workplace in the way an apprentice is. While requiring action and change, these issues are not insurmountable. With a few key modifications, the T Level in engineering should develop into a key part of the technical education and career entry landscape to this critical priority sector: Financial incentives: Government should give due consideration to reintroducing incentives for companies to host placements. Employers say that even modest payments would help offset costs and help where backfilling capacity or mitigating production impacts is required.
RESPONSE
ETF’S ROLE IN SUPPORTING T LEVEL SUCCESS
ETF has worked closely with employers to help address some of the challenges associated with T Levels, says Jo Swindells
Sam Callear’s reflection on the current state of T Levels in engineering and manufacturing offers a timely and important perspective. ETF is supporting providers and employers to overcome the challenges highlighted through our T Level Professional Development (TLPD) programme.
T Levels mark a major shift in technical education but, as pointed out by Sam, their success depends on strong employer engagement and provider expertise to deliver meaningful placements that lead to real employment outcomes.
EMPLOYER CAPACITY
Sam highlights one of the most pressing issues for T Levels: the limited capacity of employers,
particularly SMEs, to support placements. This is an issue ETF has been focused on for some time. Through the TLPD offer, we support providers to build the confidence, capability and partnerships needed to make placements work. This includes eLearning on employer engagement and effective partnership-building, guidance on securing meaningful placements, and case studies showcasing successful collaborations and learner outcomes. While there is still progress to be made, our support helps staff better understand employers’ operating realities and the pressures they face.
WORK READINESS
Sam also raises concerns about T Level learners’ readiness for
the workplace. ETF is supporting providers to embed employability skills and workplace behaviours more explicitly into teaching, ensuring a stronger connection between learning and practice. Our professional development offer includes: Professional development and networking: Supporting teaching staff to integrate workplace expectations, industry scenarios and employability skills into the curriculum.
Industry insights for educators: Opportunities for teachers to spend time in real industry settings, gaining first-hand understanding of employer expectations, sector trends and workplace culture. They return with fresh insights that enrich the learning experience and sharpen industry relevance.
Employer-led curriculum design support: Workshops and industry placements for staff provide
Support to help manage placements: Anything government can do to reduce the burden on employers will be helpful, particularly for smaller businesses. Tools to help with risk assessments, quality assurance, mentor training and matching services should be considered. Equally, innovative delivery approaches such as using large employers as a ‘hub’ with placement time spread across supply chains should be better promoted and supported. Embedded into recruitment: T Levels are a great concept for employers when embedded as a key part of the recruitment and talent management process. Where I have seen this working best, employers use T Level placements as an extended early interview process, allowing a young person to demonstrate their potential over the period of the
placement. This is often a much better process than the traditional single high-stakes interview. It can also give businesses a chance to assess, mentor and plan for future staffing needs. Clearly building T Levels into a genuine career starting option: Employers, learners and delivery organisations need to understand a clear path for a T Level learner to become a fully competent employee, addressing the aspects of competence and work readiness missing currently. The flexibilities already introduced in the growth and skills levy on apprenticeship duration, and the future introduction of shorter course availability offer ideal solutions, but people need clarity on what the right next steps are and what is a viable progression route.
In summary, T Levels have a place in a cohesive TVET landscape. To make
them work, however, government needs to listen to employers’ experiences and requirements and build the development ecosystem needed for employment to be a clear and genuine outcome.
SAM CALLEAR is CEO of GTA England
REFERENCES
Department for Education (DfE). (2024) T Level placements reformed to open up new qualification. gov.uk/government/ news/t-level-placements-reformed-toopen-up-new-qualification
Home Office. (2025) Immigration system statistics, year ending June 2025 gov.uk/government/statistics/immigrationsystem-statistics-year-ending-june-2025/ summary-of-latest-statistics
access to real-world expertise, helping curriculum teams to reflect employer expectations and build stronger progression pathways.
During the academic year 2024/25, ETF worked with more than 100 employers nationwide, supporting over 1,800 participants with individual or group placements, and a further 1,400 through industry workshops. Employers consistently value the opportunity to shape and inspire future talent, with one noting “Education is more than just theory… it’s about equipping learners to be successful in the workplace and life.”
SUPPORTING PROGRESSION
Clearer and more visible progression routes are essential if T Levels are to fulfil their potential as a pipeline into skilled employment. ETF is working closely with providers and employers to promote placements as a strategic talent development tool. This includes: Supporting progression pathways: Helping providers
engage with employers to explore sector expectations and how T Level learners can be better prepared for employment or further study. Connecting with employers: Facilitating conversations between educators and employers to ensure technical education aligns with industry needs and future workforce planning. Digital resources: On-demand courses and webinars to support employer engagement/partnership working and sector-specific curriculum development.
SUSTAINABLE ECOSYSTEM
ETF shares Sam’s view that T Levels must sit within a coherent and sustainable technical, vocational education and training (TVET) landscape. We are committed to listening to providers and the employers to ensure our support remain relevant and responsive. The flexibilities introduced in 2025, such as allowances for remote
placement, represent welcome progress, but there is more to do. ETF continues to advocate for: Simplified compliance tools to reduce the burden on employers around risk assessments, insurance and quality assurance. National recognition of employer contribution, helping to build momentum and strengthen the prestige of supporting T Levels.
T Levels have enormous potential to address skills shortages and offer young people with meaningful routes into technical careers.
As Sam rightly argues, realising that potential requires collaborative effort across government, providers and employers. ETF is proud to play a central role in that system, supporting providers to engage employers, deliver high-quality placements, and prepare learners for successful futures.
JO SWINDELLS is executive director of development and delivery at ETF
Boosting cohesion
T Levels have the potential to enhance social mobility by helping to create a path from education to employment. But that means having high-quality placements in areas local to learners, says Anthony Harvey
TLevels have been specifically structured to bridge the transition from school to skilled employment. Beyond their pedagogical structure, T Levels possess significant potential as a mechanism for social mobility. Further education (FE) colleges, which are the principal providers of T Levels, serve disproportionately high numbers of learners from disadvantaged backgrounds. Approximately one-third of FE students originate from the 20 per cent most deprived areas of England (Social Mobility Commission, 2020). For many of these learners, traditional academic routes may be inaccessible due to socio-economic barriers or prior educational experiences.
The structure of T Levels, combining classroom-based theory with substantial industry placements, is designed to connect students with forms of capital that are often unequally distributed across society. Drawing on Bourdieu’s (1986) concepts of cultural and social capital, it can be argued that T Levels create opportunities for learners to acquire the social networks, workplace norms and professional dispositions that underpin career advancement.
By enabling interaction with employers and exposure to professional environments, T Levels facilitate the development of ‘soft’ skills, professional communication and occupational identity – all key dimensions of employability capital (Tomlinson, 2017).
For learners from socio-economically disadvantaged backgrounds, these experiences can significantly enhance cultural competence and confidence, mitigating some of the
inequalities embedded within traditional educational hierarchies. In this sense, T Levels cultivate the confidence and capability required to participate fully in professional domains.
There is the assertion that technical and vocational education contributes to upward social mobility when aligned with employer demand and labour market value. The Social Mobility Commission (2023) found learners who achieve Level 3 or higher technical qualifications are more likely to secure sustained employment and experience wage growth over time. Similarly, the Department for Education (DfE) (2023a; 2023b) highlights that T Levels were intentionally designed to meet current and emerging skills shortages, strengthening learners’ position within the labour market.
However, the relationship between T Levels and social mobility should not be viewed uncritically. There remains a risk that the distribution of T Level opportunities may reinforce existing inequalities if access to placements or highquality provision varies geographically.
Learners in economically deprived regions may face limited availability of employers able to host placements, constraining access to the very
forms of capital that underpin the qualification’s promise. Ensuring consistency of opportunity requires sustained investment, targeted support for providers and active collaboration between education and industry.
Despite these challenges, the social mobility potential of T Levels lies in their redefinition of vocational prestige. By positioning technical learning on a par with academic study, T Levels help to dismantle long-standing hierarchies that have potentially devalued vocational routes (Keep, 2020). This parity is not merely symbolic; it reframes the purpose of education as inclusive and multidimensional, valuing practical intelligence and technical expertise alongside traditional academic attainment.
Thus, T Levels offer a legitimate and aspirational pathway into meaningful employment and higher study, reinforcing the role of FE as a key agent of social mobility.
ANTHONY HARVEY FSET QTLS is assistant principal at Eastern Education Group
REFERENCES
Bourdieu P. (1986) The forms of capital. In: Richardson J. (ed.) Handbook of Theory and Research for the Sociology of Education. New York: Greenwood Press, pp. 241-258.
DfE. (2023a) Introduction of T Levels gov.uk/government/publications/ introduction-of-t-levels
DfE. (2023b) What are T Levels? tlevels.gov.uk
Keep E. (2020) Improving skills utilisation in the UK – why policy has been slow to act. Journal of Education and Work 33(5-6): 438-456.
Social Mobility Commission. (2023) Labour market value of higher and further education qualifications: a summary report. b.link/SMC-2023
Tomlinson M. (2017) Forms of graduate capital and their relationship to graduate employability. Education + Training 59(4): 338-352.
Since their launch in 2020, over 60,000 learners have enrolled on T Level programmes. But many still face significant barriers to completing their industry placements (Edge Foundation, 2024). These include limited employer uptake, health and safety restrictions in certain sectors, learner readiness gaps, curriculum misalignment, task quality and socio-economic constraints (Foster et al, 2018; Edge Foundation, 2024).
This article draws on a practitionerled study conducted in a highly deprived region of the UK to examine both localised and national barriers to placement accessibility. By exploring the intersection of regional disadvantage and national policy constraints, it identifies the priority for strategic intervention to ensure the long-term success and sustainability of T Levels.
The study used a qualitative action research methodology, combining semi-structured face-to-face interviews and electronic surveys with learners, staff and employers in the engineering and digital sectors to acquire in-depth feedback on three core areas: employer engagement, learner readiness and sector-specific challenges. A total of 17 participants – seven employers, seven learners and three members of staff –contributed to the research.
Action research (AR) was selected as the most relevant framework due to its capacity to generate practical solutions and foster continuous improvement (Denscombe, 2021). To analyse the data, thematic analysis was employed, where I coded responses and identified key themes around placement design, learner support and employer collaboration.
All 17 participants concluded that the industry and practical experience of the work placement significantly enhanced the skills and confidence of learners and aided their progression to subsequent stages such as higher education (HE), apprenticeships or paid
Navigating
the maze
Employer placements are an integral part of any T Level, but many learners face difficulties in getting the most out of them. In this piece of practitioner research, Clare Dorotiak asks how placements can be set up to ensure they are beneficial for all
employment. One staff member observed that following a placement, learners in class were “noticeably more confident in holding adult conversations”, highlighting the personal and professional growth fostered through the placement experience.
Despite these benefits, there are barriers that disproportionately affect learners in deprived regions where national ambitions clash with local realities. These include:
Employer engagement and awareness: one of the key themes emerging from the data was the varying levels of awareness surrounding T Level programmes. One employer
acknowledged that “awareness has increased, but more needs to be done” whereas another employer stated: “There are a lot of companies that are not aware of these programmes.” Notably, it was employers, rather than learners or staff, who most frequently identified low awareness as a barrier.
Sector-specific constraints: a recurring theme across all participants was concern over health and safety legislation, especially regarding the involvement of under-18s in practical tasks. One employer remarked: “In my opinion, the ignorance around legislative working requirements can preclude the offering of placements,
and employers can be reluctant to offer placements due to safety concerns.” This aligns with findings from the City & Guilds survey (2018), which identified health and safety restrictions as a primary reason employers hesitate to host younger learners. Such constraints often result in placements that are observational rather than experiential.
In digital, there were concerns around supervision within remote learning settings. The new guidance that allows 50 per cent of digital T Level placements to be completed remotely was welcomed by one employer as “reflecting the industry norm”, but this must not dilute the quality of the experience. The guidance allows for hybrid working for up to 50 per cent of the 315 hours required in digital subjects and 20 per cent for all other T Levels (DfE, 2025a). This increases potential placement opportunities but raises questions as to whether 16- to 18-year-olds can work effectively unsupervised.
Learner readiness and professionalism: this was a recurring concern, with employers citing immaturity, poor professionalism and limited verbal communication, often linked to overreliance on digital devices. As one staff member observed, learners default to ‘text talk’, undermining workplace interaction. This signals a need for pre-placement preparation focused on confidencebuilding and communication skills.
Curriculum and placement alignment: tasks undertaken during placement were not always aligned with curriculum objectives or review points, reducing their educational value. One employer remarked: “I have always been surprised that placements do not have a more formal ‘must-do’ list.” Without clear expectations, learners and employers alike are left navigating ambiguity and placements seen as tokenistic. Tasks must be clearly defined and aligned with curriculum outcomes to enable progress monitoring and reassure employers of their role in learner development (DfE, 2025a).
Socio-economic barriers: travel costs, long commutes and limited support at home can significantly impact placement success. Employers were good at noticing that learners from lower socio-economic backgrounds did not always have the parental guidance, motivation or initiative to engage, with one employer stating: “We take care to give a level playing field and make adjustments where needed.”
This research underscores the need for a unified approach to placement pedagogy that balances flexibility with structure, and innovation with inclusivity. Funding must be sustained, guidance standardised and outreach intensified. Providers should continue to collaborate with employers, share best practice and advocate for policy reform to ensure T Level placements are not just feasible, but transformative.
CLARE DOROTIAK MSET
QTLS is a team leader in employer engagement at Calderdale College
REFERENCES
City & Guilds. (2018) T Level extended work placement research. Employer and college and training provider survey findings and case studies
b.link/C&G-2018
Denscombe M. (2021) The Good Research Guide: Research Methods for Small-Scale Social Research Projects McGraw-Hill Education.
DfE. (2025a) T Level industry placements delivery guidance. b.link/DfE-delivery-guidance
DfE. (2025b) Update on the Employer Support Fund (ESF). T Levels support for schools and colleges. b.link/DfE-ESF
Edge Foundation. (2024) Student voices: what are students saying about their experiences of T Levels?
b.link/EF-student-voices
Foster R, Greevy H, Johnson C et al. (2018) Employer engagement and capacity to support T Level industry placements: research report. DfE. b.link/Foster-2018
RECOMMENDATIONS
BREAKING BARRIERS
The following recommendations are suggested as potential mitigations to the barriers:
Working with employers,
T Level providers should:
Strengthen placement design with structured placement plans that set clear task lists and review points to align placement activities with curriculum outcomes
Create sector-specific toolkits that contain safety guidance and activity checklists, particularly for highrisk sectors such as engineering
Embed employability, communication and professionalism into the curriculum to prepare learners for workplace expectations
Assign workplace mentors to support learner confidence and skill development from day one
Promote hybrid placements, particularly in digital sectors, while ensuring supervision, training for online safety and IT access
Policymakers should:
Increase T Level awareness through national campaigns targeted at specific sectors and schools
Address equity and access through support for disadvantaged learners, such as travel subsidies, bursaries and employer incentives for workplace mentoring to mitigate socio-economic barriers
Reform policy to reintroduce long-term employer funding, sustaining schemes like the Employer Support Fund (DfE, 2025b) to incentivise participation
Provide national guidance to standardise placement frameworks with sectorspecific tasks to support consistency across providers
When she was looking to support curriculum development and employer engagement, Charlotte Burgess, lecturer in health and social care and advanced practitioner at Eastleigh College, started by engaging with ETF’s T Level Professional Development (TLPD) offer. “I turned to the TLPD offer because, quite simply, I didn’t know where else to begin,” she recalls.
“While there was a wealth of information available online, I was seeking a credible, evidence-based starting point.”
The learning on the TLPD was pivotal for Charlotte’s work with employers as it gave her confidence and authority on the subject, enabling credible networks to be established with employers and other stakeholders.
“The training helped me navigate unfamiliar terminology and begin planning a robust T Level curriculum,” she says. “Since then, I’ve completed a wide range of courses via the TLPD platform, both general and health-specific.
“These have deepened my understanding of T Levels and enabled me to share insights with colleagues at Eastleigh College, other local FE institutions, and NHS education teams and placement supervisors. The knowledge gained has strengthened collaborative networks and enhanced stakeholder confidence in our programme. Being able to provide accurate, up-to-date information has been instrumental in building trust and credibility.”
For Simon McPhee, lecturer at Dudley College of Technology, the wealth of resources on the ETF website was the starting point, providing him with the foundational knowledge he needed as a teacher and leader in the area.
“I chose to complete two online courses: ‘Teaching and learning on the BSE for construction T Level’ and then ‘Operational middle leaders and managers: leadership and professional
Helping hand
Effective relationships with employers are essential to the success of T Levels, but this can be a challenge. ETF offers a range of resources to help support colleges with this
practice for T Level planning and implementation’,” he says. “These gave me a real insight into T Levels, where they fit into the plethora of qualifications, and their transformative nature for learners’ progression to industry.”
LEADERSHIP MENTORING PROGRAMME
Both Charlotte and Simon are particularly effusive about the T Level Leadership Mentoring Programme, which aims to provide a solid understanding of T Levels, supporting the direction of organisations and monitoring of progress and outcomes.
“It provided a safe and reflective space to explore team development, change management and effective communication,” says Charlotte. “The mentoring programme’s flexible, practitioner-led approach empowered me to tailor delivery models to suit our learners, staff and organisational context”.
Simon also advocates the benefits of the mentoring programme for those starting out with T Levels. “It gives you a secure non-judgemental set of meetings
that support you through the initial planning stages and beyond to feel confident to deliver and lead on quality study programmes,” he says. “This was priceless to me on my journey.”
CHALLENGES FOR COLLEGES
However, engaging employers does not come without its challenges. “Some are more responsive than others when speaking about the benefits of T Levels to them and learners,” says Simon. “That said, I am seeing more expressing that they are T Level supporters via social media, which is encouraging. Larger companies are more likely to support them as they can better offer the range of work experience required so that a learner maximises the experience.”
But it’s also important to encourage SMEs. One of the ways Simon does this is by pointing out the potential to access talented people without incurring any costs. “We use our contacts from the world of apprenticeships to encourage employers to support this part of the qualification, explaining that they benefit from 45 days or 315 hours of unpaid help,” he says.
Often employers have concerns about learners’ work-readiness and how much support they need. “Their concerns include the knowledge and skills that the learners possess and whether they are capable of performing tasks to industry standards, understand how to behave and converse with clients in a polite manner, or even arrive on time,” he says.
This places added responsibilities on colleges to ensure learners are ready for work placements, and assure employers that they are supported and monitored to meet their needs. “We use a system called Navigate for the evidence of work experience and we can send messages via this system,” he says. “We also have staff with a dual role looking after apprentices and T Level work experience, and this works well.”
Making movie magic
Learners on the media, broadcast and production T Level at Cadbury College had the opportunity to embark on an exciting filmmaking project with the Screen School at the University of Wolverhampton
Staff at Cadbury College knew that many of their learners were keen to progress to university, so they explored the possibility of collaborating with a higher education provider to enrich the T Level journey.
After engaging with a range of institutions, the team found a promising partner in the University of Wolverhampton. They organised a visit to the state-of-the-art, £5 million Screen
School, which opened in 2022 and is just an hour up the road from Cadbury College. Learners were able to experience a real filmset environment, use high-end cameras and experiment with greenscreen technology for the first time.
Rupinder Sandhu, head of the Young Professionals Academy at Cadbury, says the trip really energised their media, broadcast and production cohort and “opened a door” for the college. Equally, the Screen School were impressed by the enthusiasm and preparedness of the learners.
Inspired by the experience, the two organisations decided to do something bigger. Liaising back and forth, they co-developed a project that could be embedded in the media, broadcast and production curriculum. Cadbury learners were encouraged to form teams and make their own films, with proper budgets and access to industry-standard equipment.
In the following video, staff at Cadbury College share their perspectives on the origins of the project, how it worked in practice and the impact on learners.
LEARNER PERSPECTIVES
Working “like a film crew”, learners were able to adopt different roles in their teams, so they could see which career paths resonated with them the most. For instance, they might gravitate towards a leadership position and flourish in the role of director, or they might love the technical challenge of shooting footage – or editing
Cadbury learners were encouraged to form teams and make their own films, with proper budgets and access to industrystandard equipment
it. Alternatively, they might take on make-up, sound design or scripting.
In the following video, learners at Cadbury College describe their respective roles and share their experiences.
The brief was open-ended – and learners could take responsibility for shaping the project as they saw fit. In the words of Ezra, a learner on the project, it’s about “melding together as a team and taking ideas from different people to make [them] into one beautiful thing”.
Looking for ideas to enhance your delivery of the media, broadcast and production T Level? Why not enrol on an eLearning course in the T Level
Professional Development offer?
Find out more at et-foundation.co.uk/ professional-development/t-levels
Keep them keen
Ensuring T Levels are the right fit for individual learners is vital. That means engaging with families and taking the time to explain what’s involved, as well as support in meeting workplace expectations
While T Levels have been established in the technical and vocational education and training landscape for over five years, learners’ awareness and understanding of the qualification as a viable route to skilled employment remains low compared with other vocational qualifications (Edge Foundation, 2024; Ofqual, 2025).
The Edge Foundation also found that, rather than being able to make informed choices, many learners were steered into T Levels, and a number of them felt misled by promotional materials or advice from schools and colleges.
Lisa Norris is head of department for health and social care at Kennet School. She feels that her school has developed its practices to better support learners to make informed decisions, and draws on the support she received from ETF’s T Level Professional Development (TLPD) offer.
“One of the most significant outcomes has been a shift in how we promote T Levels to learners,” she says. “Through TLPD, I gained valuable insights into employer expectations and the practical applications of these qualifications, which has enabled us to present T Levels as more than just a course but a gateway to a meaningful career.”
Paul Knighton, IT lecturer and T Level ambassador at Chelmsford College, says it’s important learners understand the structure and progression opportunities but also the challenges they may face studying a T Level.
“We advise parents and prospective learners at information evenings, helping them choose suitable routes based on
aspirations, passions and achievements,” he says.
“To ensure learners make informed decisions, we give a balanced view of each T Level. Digital software development is more than coding, and digital support and security is more than hardware and networking. Reactions can be mixed – learners are drawn to the blend of academic and industry experience but are surprised by the scale of the placement commitment.”
Ensuring learners are on the right course is a collective endeavour, he adds. “Marketing T Levels to parents, learners and employers a requires whole-college approach, drawing on marketing teams, stakeholder engagement advisers and lecturers, plus partnerships with local industry.”
RETAINING LEARNERS
Many learners experience a gap between expectations and course experiences.
“Suitability for a T Level can be difficult to judge early on,” says Paul. “Employers tell us that they value not only technical skills but also teamwork, adaptability, problem solving, communication with different audiences across different media, and professional behaviours.
“T Levels are demanding, so we expose learners early to the opportunities and challenges they will face, supporting them to build confidence and capability.”
Lisa has found that embedding the employer’s voice through the learner journey is an effective way to support learners. “From recruitment events to curriculum delivery, we have worked
closely with local employers in the health and early-years sectors to bring real-world context into the classroom,” she says.
“Guest speakers, workplace visits and live case studies have all contributed to improving learner engagement and illustrating the relevance of their learning. Additionally, we have introduced a structured mentoring programme, pairing learners with industry professionals to support their confidence and development.”
SUPPORTED BY TLPD
For Lisa, to enable her to help her learners’ understanding of T Levels, her own engagement with TLPD was key. “Unlike more generic CPD, TLPD is rooted in the real challenges faced by schools and colleges implementing these new qualifications.”
Paul, too, found the TLPD a pivotal starting point. “As a T Level ambassador who helped prepare for the adoption of T Levels in my specialism, I’ve seen first-hand the value of support from ETF,” he says. “Their guidance connected us rapidly with experienced colleges, recommended training courses to aid planning, delivery and assessment, and offered a practical leadership mentoring programme.”
To find out more about ETF’s T Level Professional Development, visit et-foundation.co.uk/professionaldevelopment/t-levels
REFERENCES
Edge Foundation. (2024) Student voices: what are students saying about their experiences of T Levels?
b.link/EF-student-voices
Ofqual. (2025) Perceptions of vocational and technical qualifications in England –wave 7. b.link/Ofqual-perceptions
At Shrewsbury College, we were enthusiastic adopters of the digital T Level, with strong leadership support to build an industry-relevant curriculum from the ground up. We began planning in 2022 for first delivery in September 2023, introducing digital production, design and development and, more recently, digital software development.
My engagement with T Level Professional Development has been extensive. I completed the T Level Leadership Mentoring Programme, which gave me the confidence to lead implementation locally and share insights with other providers. Shortly afterwards, I was invited to become an Education Training Foundation (ETF) sector mentor, supporting both new practitioners and seasoned curriculum leaders across the country. I’ve worked on six T Level Resource Improvement Projects, taken part in ETF’s T Level training programmes and attended the National T Level Conference 2025. The continued support and encouragement from leadership has been instrumental in enabling innovation and national collaboration, and each opportunity I have had has built on the last; I’ve found that the more you engage, the more doors open for further collaboration and professional growth.
Collaboration remains central to everything we do at Shrewsbury College and, as digital tools have evolved, my cross-college role has allowed me to help staff and learners use technology confidently and critically. Artificial intelligence (AI) has become part of our practice, from using generative tools to draft code explanations and test plans to exploring how automation can support reflection and feedback.
One of the most rewarding areas of development has been the creation of Microsoft Copilot agents across the college to enhance assessment and feedback. These AI-driven tools generate examstyle questions aligned to qualification specifications and provide learners with tailored feedback based on their written responses. This approach has transformed how learners prepare for assessments, giving them access to responsive, lowstakes practice and instant formative
feedback. These developments have had a tangible impact on the learner experience, with learners demonstrating greater confidence and engagement in managing their own progress.
It has also encouraged staff to reflect on and question design and marking criteria, improving the overall quality and alignment of assessments across the digital curriculum. The challenge lies in balancing innovation with integrity. Educators across the sector must consider issues of authorship, bias and data privacy as AI becomes part of teaching and assessment.
We chose to use Copilot because it operates within our secure Microsoft 365 environment, offering built-in guardrails, data governance and full auditing. This
gives staff and students confidence that information is handled safely and responsibly. Ongoing professional development on ethical AI use, digital literacy and prompt design remain essential to ensuring that innovation stays aligned with educational values and safeguarding expectations.
T Level delivery continues to evolve, and the progress we make together as practitioners will define its success. By embracing digital innovation and thoughtful use of AI, we can ensure that our learners are industry-ready and able to thrive in a changing digital world.
KIRSTEN HOLLISTER MSET is digital T Level lead and learning enhancement coach at Shrewsbury College
Embedding excellence
By embracing and refining digital T Level delivery, educators can ensure that learners thrive in an AI-driven world, says Kirsten Hollister
Body
T Level pedagogy requires a focus on gestures and movement, argues Mike Tyler in this piece of practitioner research
language
The resurgence of evidenceinformed pedagogy over the past decade or so has been a huge boon to education in the UK and has helped to improve and refine practice across the profession. But a blind spot remains, and nowhere is that more troublesome than in technical and vocational education.
Back in the 1990s, bell hooks (deliberately in lower-case; born Gloria Jean Watkins) lamented that “individuals enter the classroom to teach as though only the mind is present, and not the body” (hooks, 1994: 191). Guy Claxton has more recently levelled the charge that many of our young people are being taught in “somatically impoverished” classrooms (Claxton, 2015: 11). I think hooks and Claxton are right.
Why do parents and guardians turn up at college open events with
preconceived notions of the superiority of A Levels over T Levels and vocational courses? How is this being reinforced in discourses around academic and nonacademic learning?
It’s because we have a false dichotomy – a fictitious dualism – in the warp and woof of our culture. This dichotomy is the belief that the mind is to be privileged over the body. In our pursuit of human advancement, we have devoted ourselves to rationality. Little wonder then that our vocational, technical and training courses – in which learners’ bodies often get sweaty, their hands dirty and their muscles tired – are looked down on as lesser forms of learning.
But this way of dividing up the mind and the body can simply no longer stand up against the discoveries of neuroscience and cognitive psychology. Learning is irreducibly embodied.
Even if someone is sitting quietly in a classroom making notes from a teacher’s PowerPoint, bodies are in the mix. They may be cold, tired or frustrated. Their hand may be aching. They may feel restless. At every moment the body is present and engaged in perceiving, reading the world and making meaning. Any teaching and learning approach that fails to account for the body is lopsided at best. So we must get to grips with the claims of embodied cognition.
WHAT IS EMBODIED COGNITION?
From our early years we engage with the world through play and discovery. We come to know ourselves and the affordances of our bodies as we engage with our physical environment. We come to recognise that some objects can be nested inside other objects, placed on top of or underneath other things, that up is more or better, and down is less or bad. These are all terms of spatial or physical relationship.
Throughout our development, we continue to depend on our embodied awareness of the physical world intuitively – it forms the basis for all our cognition. Zhang (2023: 1,414) argues that “high levels of cognition are deeply rooted in the structure of the human body and the initial body-world interactions”.
Try explaining something to someone without using spatial, movement or body-based metaphors. Our thinking and movement are more closely
entwined than we might have thought and, once we realise this, the whole landscape of our teaching practice must shift. We need an embodied pedagogy.
Although I argue that all learning is embodied, developing a robust embodied pedagogy is perhaps an enterprise that is most pressing for T Levels, where learners are taught not only in classrooms but also through substantial ‘hands-on’ industry placements.
Embodied pedagogies will require “sensorimotor engagement” in the classroom and in placements (Macrine and Fugate, 2022: 312). Learners and teachers need to move. These movements may be gestures, wholebody movements or physical activity (Mavilidi et al, 2022).
PRACTITIONER RESEARCH
My small-scale practitioner research involved five trainees teaching across various subjects and looked to explore how gestures can, as a form of embodied cognition, be used as an instructional tool.
Any teaching and learning approach that fails to account for the body is lopsided at best
I provided taught input on the philosophical, psychological and practical features of embodied pedagogy, alongside the initial teacher education curriculum. After this input, all trainees planned, implemented and reflected on their use of embodied pedagogy, with a focus on their use of gestures. While a few misconceptions lingered, my trainees found the concept and its application relatively straightforward.
In a follow-up focus group six weeks after the initial teaching session, there were plentiful examples of embodied pedagogy. For example, a performing arts trainee had been using gesture to teach the voice dynamics on the stage, and a sports trainee used gesture to demonstrate the features of a tennis serve, including correct grip, the path of the racket and the follow-through.
Most trainees agreed that:
a) Gesturing helps with learner understanding – the teacher’s gesture assists the listener to establish the meaning of spoken words b) Gesturing helps the teacher – the teacher’s own gesture aids them to retrieve the words they need for effective explanations
TAKEAWAYS FOR READERS
Gesturing is just one embodied approach among many. It is easy enough to come up with gestures or movements that replicate the skilled movements of an expert (such as the tennis serve example above) and these can be used to good effect in the classroom, workshop or studio.
But embodied activities can be used to teach metaphoric or abstract ideas too. For example, if you find yourself narrating a process, why not move along the front of the room as you do so? If you have the space, you could take your learners with you!
It’s crucial to ensure that any movement activities you do are well aligned with the target concepts and match your spoken explanations (Lindgren et al, 2022). Just as a poorly chosen diagram can undermine or obscure your spoken explanation, poorly devised gestures and movements can also confuse learners.
Finally, it may be worth developing a repertoire of gestures and movement activities that can be used consistently and returned to. This might even be a fun staff development session for your department! The following are some examples that might help get you started:
Dressmaker (craft and design): Using a finger, demonstrate the movement of the needle on a sewing machine for different stitches
Blacksmith (engineering and manufacturing): Use your arms to demonstrate different welding methods and joints
Camera operator (media, broadcast and production): Walk learners through a filming location selecting angles and shots by physically acting out camera movements.
REFERENCES
Claxton G. (2015) Intelligence in the Flesh: Why Your Mind Needs Your Body Much More Than It Thinks. Yale University Press. hooks b. (1994) Teaching to Transgress: Education as the Practice of Freedom. Routledge.
Lindgren R, Morphew JW, Kang J et al. (2022) Learning and transfer effects of embodied simulations targeting crosscutting concepts in science. Journal of Educational Psychology 114(3): 462-481.
Macrine SL, Fugate JMB (eds). (2022) Movement Matters: How Embodied Cognition Informs Teaching and Learning. Cambridge: The MIT Press.
Mavilidi MF, Ouwehand K, Schmidt M et al. (2022) Embodiment as a pedagogical tool to enhance learning. In: SA Stolz (ed.) The Body, Embodiment, and Education: An Interdisciplinary Approach (183-203). London, United Kingdom: Routledge.
Zhang J. (2023) Foundations of embodied learning: a paradigm for education. Educational Philosophy and Theory: 55(12): 1414-1417.
MIKE TYLER MSET is lecturer in FE initial teacher education at the University of Worcester
T LEVEL PROFESSIONAL DEVELOPMENT
The Education Training Foundation’s T Level Professional Development (TLPD) offer, funded by the Department for Education (DfE), is here to support you. Whether you’re new to teaching or an experienced technical teacher, our TLPD programme provides practical help to everyone involved in the planning and delivery of T Levels.
Training is fully funded, so there is no cost to you or your organisation.
Access live online, face-to-face and eLearning courses.
Connect with other T Level colleagues, employers and awarding organisations regionally and nationally.
Scan the QR code to find out more