T LEVELS In partnership with Autumn set.et-foundation.co.uk2022 An inTuition supplement focusing on T Levels and the T Level Professional Development (TLPD) offer How T Levels are helping to redefine the further education and training landscape FRESH APPROACH
157-197 Buckingham Palace Road London, SW1W set.et-foundation.co.uketfoundation.co.ukmembership.enquiries@9SP InTuition is published on behalf of the Society for Education and Training Redactive Publishing Ltd +44 (0)20 7880 6200 redactive.co.uk EDITOR: Nick Martindale SENIOR DESIGNER: David Twardawa SUB-EDITOR: James Hundleby PICTURE RESEARCHER: Claire Echavarry PRODUCTION: Jane +44jane.easterman@redactive.co.ukEasterman(0)2078806248 PRINTED BY Precision Colour Printing, Telford DIRECTOR: Martin Reid COMMUNICATIONS OFFICER: Sofia Elger HEAD OF CURRICULUM DESIGN PROJECTS: Paul Kessell-Holland 3 INTRODUCTION Delivering the T Level programme during national lockdowns was a signifi Paulachievement,cantwritesKessell-Holland 4 CASE STUDIES Now the first cohort of T Level learners has representativesgraduated, from Barnsley, York and Walsall Colleges discuss their experiences and how they have overcome any challenges 7 OPINION Why apprenticeships and T Levels are best seen as cousins, both offering a wealth of long-term opportunities for learners and society as a whole 8 INDUSTRY INSIGHTS Employer participation and collaboration with industry is central to the success of T Levels 10 EMPLOYER INSIGHTS The industryteachersopportunitiesperspectiveemployeronfortoupskillpractice 12 TLPD Identify the right route for your needs with a wide range of resources from the T Level DevelopmentProfessional(TLPD)offer 15 OPINION Raising awareness of T Level options and benefits in schools T LEVELS CONTENTS 2 INTUITION T LEVELS AUTUMN 2022 In partnership with 04 08 12 07 10 15
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CONTENTS
T LEVELS AUTUMN 2022 INTUITION 3 WELCOME T LEVELS
There are also crucial policy and practice considerations all teachers and leaders should be aware of to help their students navigate different options. This might include exploring progression options, or advising on the choice between T Levels, other vocational qualifications or an apprenticeship. All these elements are part of the preparation needed to continue to ensure T Levels deliver for learners and industry. In this supplement we have tried to find the key ideas that will help us all continue to develop this ambitious and inspiring new qualification.
W elcome to this inTuition supplement, focusing on T Levels and the T Level Professional Development (TLPD) offer, commissioned by the Department for Education and delivered by the Education and Training Foundation. It is a surprisingly long time since the first murmurings of a new qualification began to emerge from Whitehall, and it is remarkable to think that the first cohorts of students graduated in June and July this year, having studied throughout the Covid-19 pandemic to achieve their qualifications. T Levels hardly had an easy launch into the world. Delivering a programme of study that involves significant time in an employer setting during national lockdowns was bound to create difficulties for learners, their teachers andEvenproviders.without such hurdles, it is usually expected that small tweaks will be made to any qualification during its roll-out phase. The fact that so little has changed from concept to graduation shows there is a great deal to celebrate: T Levels can be recognised as a well-thought-through, high-quality, aspirational opportunity for young people today. The ongoing roll-out of T Level routes means there is an increasing range of occupations available to young people. This growth leads to more and more teachers exploring what they need to know, and how they should prepare to teach the courses.
PAUL KESSELL-HOLLAND is deputy director of new programme design and development at the Education and Training Foundation
T Levels did not have ideal circumstances in which to thrive but the lack of major changes is testament to their early success, says Paul Kessell-Holland
PROJECTNOUNSHUTTERSTOCK,ILLUSTRATIONS:
Teeing off
THE ROLL-OUT OF T LEVEL ROUTES MEANS THERE IS AN INCREASING RANGE OFYOUNGAVAILABLEOCCUPATIONSTOPEOPLE
Some fundamental differences exist between T Level teaching and previous vocational and technical courses, and T Levels challenge different teachers in different ways. Some will need to strengthen their understanding of underpinning theories; others their knowledge of industrial practices.cutting-edge
report
With the first cohort of T Level learners having completed their studies, Jo Faragher speaks to three providers about their experiences and the challenges they overcame a different approach to assessment to other qualifications they may be running in tandem.
4 INTUITION T LEVELS AUTUMN 2022 T LEVELS CASE STUDIES Progress
In November 2021, a new leadership residential programme launched for F urther education professionals are used to change, operating in a sector where shifting priorities and funding reforms feel like a continuous part of the landscape. But introducing a raft of new qualifications in the midst of a pandemic takes a particular type of resilience. When providers began teaching for the first cohort of T Levels in 2020, they had to deal with an increase in teaching hours, closer partnership with employers to meet the placement requirements, and providers that focuses on the change management required to effectively deliver the new qualifications.
Networking forms a central part of this: sharing challenges with other providers helps leaders and managers feel more confident about how they plan their curriculum and means they can work together on solutions.
As providers go into the third year of T Level teaching and introduce new courses, there is optimism that the qualification can boost the skills pipeline, support social mobility and highlight the importance of vocational education. We spoke to three providers about how they’ve dealt with the ups and downs of the first two years.
The T Level Professional Development (TLPD) offer, commissioned by the Department for Education and delivered by the Education and Training Foundation (ETF), already provides a mix of online and face-to-face development opportunities for teachers and leaders embarking on their T Level journey.
CASE STUDY YORK COLLEGE
“The core units are quite detailed and there’s a lot to learn, so after
A s head of curriculum for construction at York College, Ashley Stokes feels he and his team have adapted well to delivering the new qualifications. A number of them attended the Industry Insights professional development on T Levels, and teachers were allocated time to prepare and develop their course content before starting. As a wave one provider, staff were able to network and share best practice with other providers offering the first three courses, and have since been invited to share their learnings as other providers add T Levels to their own curricula.
“One of the biggest challenges has been how different T Levels are compared to other courses that are more assignments-based,” she says. Because of the importance of the final exam, she has worked with colleagues on embedding retrieval practices into learning.
T LEVELS AUTUMN 2022 INTUITION 5 CASE STUDIES T LEVELS
BARNSLEY COLLEGE B arnsley College was the first in South Yorkshire to offer T Levels, beginning with courses in construction, digital, education, childcare and health. From September 2022 it will add engineering and manufacturing, and finance and accounting.
CASE STUDY
Other learning points have included how to balance the number of placement hours over the two years. Barnsley College already had established links with employers, but is working to update them on how their involvement differs with T Levels. Rawson adds: “We need more input with them, for example in the way the qualifications are assessed. We’re working on an employer handbook to give them more insight and we’ve held a number of employer forums so they can tell us what they need in terms of support.” Rawson took part in many of the professional development opportunities offered by the TLPD programme and found the TLPD networking meetings particularly helpful, even sharing a presentation with other practitioners on her own challenges. She is proud of what the college has achieved so far. “We have changes to make but we’re in a good position moving forward,” she says.
‘ONE OF THE
BEENCHALLENGESBIGGESTHASHOWDIFFERENTT LEVELSARETOOTHERCOURSES’
For Sarah Rawson, course leader for childcare and education professions, the early weeks of preparation in 2020 were tough because planning had to take place virtually due to Covid restrictions – all while getting to grips with the requirements of offering a completely new qualification.
‘THEMANYITPARTTHEELEMENTPLACEMENTISMAGICALBECAUSEOPENSUPSOAVENUES’
JO FARAGHER is a freelance journalist and former editor of Tes magazine
The college has guided both teaching and support staff such as career guidance counsellors towards the TLPD offer, but there have still been challenges. Some subjects have been easier to recruit students for than others. “Some such as adult nursing are okay because people know the role, but it’s not the case with digital infrastructure or scientific lab technician,” says Brennan. “With the latter, you might want to do something in science but not make that choice yet, in which case you’d be better suited to an A Level.”
WALSALL COLLEGE
A s the largest provider of T Levels in the West Midlands, Walsall College has worked hard to build up partnerships with employers and train existing staff to the new rhythms and approaches required to deliver a new qualification. With explainsarounddesignrelationshipa“Becauseindustrysuchinfrastructuretakeexample,forsurveyingdesign,andplanningconstruction,forstudentspartinmajorprojectsasHS2ontheirplacement.wehadmajorsupplierwecouldthecoursethem,”RichardBrennan,
CASE STUDY
student feedback from the first year, we changed to a four-day week [in college] in the first year followed by three in year two so we covered all the modules,” Stokes explains. Students have also been able to take a mock exam every half term to get them used to the rhythm of exam-based assessment again. This has been “invaluable”, he adds. As the college already had established relationships with employers in construction, work placements have run smoothly. “If anything, employers have been asking us for T Level students because they like the fact the student is with them for a decent amount of time rather than a day here or there,” says Stokes. A number of students from the first cohort are moving onto higher or degree apprenticeships with their employers,placementandsome are heading to university. From September, York College will offer seven T Levels in total, and they are gaining traction with prospective students and parents. “The placement element is the magical part because it opens up so many avenues,” concludes Stokes.
6 INTUITION T LEVELS AUTUMN 2022 T LEVELS CASE STUDIES
assistant principal for curriculum. “So we know what skills they’ll be working on and can line everything up.”
WERELATIONSHIPSUPPLIERMAJORCOULDDESIGNTHECOURSEAROUNDTHEM’
In industries where remote and hybrid working has become the ‘new normal’, such as digital development, it’s become harder to ensure students get the required level of supervision for their assessment hours. Education and childcare has been the smoothest in this regard, with students developing a weekly rhythm of creating a scheme of work, implementing it on site and then reflecting upon it at the end of the week.“Thehardest bit is organising the placement around employers’ own projects and our exam dates,” adds Brennan. The college will offer nine T Levels from September 2022.
‘BECAUSE WE HAD A
W e can imagine the model that might have been presented to a minister some years ago: if apprentices are 80 per cent on the job, 20 per cent ‘in college’, why not create a new qualification that is 80 per cent ‘college’ and 20 per cent on the job? But how do these qualifications relate to each other in practice? Is there a perfect world in which, every Friday, all apprentices down tools and pop off to a learning provider, while the local T Level students pop in and cover their shift? Are these really twin qualifications locked in a mutual world, or are things a lot more complex?
OPINION T LEVELS T LEVELS AUTUMN 2022 INTUITION 7
The answer is, of course, that things are complicated. Complicated by funding, by curriculum, by teaching and assessment differences, and by the subject areas being delivered – not all T Levels exist as L3 apprenticeships, and vice versa. Arguably, T Levels and apprenticeships are trying to meet different needs and carry out different roles in our education system. So why are they both within the remit of the Institute for Apprenticeships and Technical Education? The apprenticeship is arguably the oldest (or longest-surviving) form of education on earth. Many centuries, if not millennia, of apprentices have learned from their peers in workshops, studios, factories and now offices. In this context, T Levels are the new kid on the block, claiming to bring innovation and the most up-to-date content to the learning environment. But are apprenticeships outdated, and are T Levels really so new? The common thread here is the concept of technical education. Slightly different to vocational education, both a modern apprenticeship and a T Level seek to educate learners in technical disciplines. Both expect learners to master practical skills alongside theory, and both expect an employer to be at the heart of the learning experience in some way. Both also expect the primary destination of a learner to be employment, or a higher-level apprenticeship. While both apprentices and T Level students can go on to higher education, neither of these routes were conceived with that in mind. They are both about careers, and about understanding an industry through participation in the real world of work, rather than learning in a sterile or unrealistic classroom. WE URGENTLY NEED YOUNG PEOPLE WITH A DRIVE TO WORK IN A WIDE RANGE OFDISCIPLINESTECHNICAL We urgently need young people with a drive to work in a wide range of technical disciplines. Our economy has a wealth of opportunities, and many well-paid careers await students who pursue either of these technical learning routes. The existence of a high-status technical qualification route is almost as important as the number of learners choosing it. Just having the option to undertake a modern and dynamic qualification is a critical signifier to young people, their parents and employers that there is value in studying for this career. So, how do the two compare and relate? Context and industry play a major part in answering that question. Some learners would suit either path, while many others would be clearly happier on one or the other. Regardless of the path chosen, the most important point is how well a learner will be taught and supported on their journey. A good teacher and good employer will make all the difference to both. Apprenticeships and T Levels are certainly not twins – any sense-check of the different specifications and assessment regimes will attest to that. But neither are they unrelated. They are probably best described as cousins, part of a family of different options. These options are an essential part of our economic future, offering a wealth of long-term opportunities for those who pursue them. One of these cousins might feel a little like they just moved in, or like a long-lost relative, but once we’ve all worked out how to get along, there is plenty of space for everyone.
PAUL KESSELL-HOLLAND is deputy director of new programme design and development at the Education and Training Foundation
It’s complicated… The link between T Levels and apprenticeships is not straightforward, with obvious similarities but also notable differences. Paul Kessell-Holland asks whether the qualifications are twins, cousins or entirely different species
Joanne McKenzie outlines the different options
FORLEARNINGCONTEXTUALISEDANDEXPERIENCETLEVELLEARNERS,STAFFNEEDSUPPORTFROMINDUSTRYEMPLOYERS
PARTICIPATIONEMPLOYER
The Open University Wellcome Sanger Institute Genuit Group N Family Club CREATE Education information C ollaboration with industry is central to the success of T Levels. These are technical qualifications designed to prepare the future workforce and to support key industries with the skills and talent they so desperately need.
Employers also benefit hugely from interaction with educators. Collaborating with providers of T Levels gives employers an opportunity to share what they are looking for from the future workforce. It gives them a voice and a role to play in shaping curriculum delivery and developing the talent they need. To help facilitate these vital interactions between industry and educators, the Education and Training Foundation (ETF) has developed the Industry Insights programme as part of the T Level Professional Development (TLPD) offer, commissioned by the Department for Education (see pages 12-13).Sittingunderneath this umbrella programme are various opportunities for teachers and frontline staff to gain industry experience, access mentoring from employers, and develop their knowledge of specific subject areas. Here, we’ll explore some of the key elements on offer and the feedback we’ve had so far from staff who have taken part. Group industry placements Group industry placements are face-toface or virtual opportunities for a group of staff involved in T Level delivery to gain experience of an industry. Sessions are employer-led, but are
The Industry Insights programme is part of the T Level Professional Development (TLPD) offer commissioned by the Department for Education, and offers those teaching T Levels up-to-date industry knowledge.
Employers that have been involved with Industry Insights include: Morgan Sindall
T LEVELS INDUSTRY INSIGHTS 8 INTUITION T LEVELS AUTUMN 2022
To create a high-quality and contextualised learning experience for T Level learners, staff involved in teaching and delivery need input and support from industry employers. They need an up-to-date understanding of industry, including practical knowledge and experience to pass onto students.
TO CREATE A HIGHQUALITY
M&CWarrenBooking.comNHSExperianWaitroseTeslaConfederationServicesSaatchiSaturday School
always focused on T Level course content. The placement usually involves a range of activities, including hearing from people with different career specialisms, observing industry work in practice, and gaining practical experience. It’s a
Inside
JOANNE MCKENZIE is programme delivery manager at the Education and Training Foundation
WHAT SAYINGTHEY’RE
All elements of the Industry Insights offer give staff involved in the delivery of T Levels the chance to enrich their understanding of industry, and to develop their own learning on different parts of the curriculum. When educators bring fresh industry knowledge into the classroom, they can better prepare learners for the needs and expectations of future employers.
TLPD EVENTS IN ACTION
INDUSTRY INSIGHTS T LEVELS T LEVELS AUTUMN 2022 INTUITION 9
Individual work placements As well as placements in groups, individual, more personalised placements are available. Again, these can either be face to face (one to five days) or virtual (equivalent to one or two days). This more bespoke placement –tailored to individual needs – is aimed at those who might want further insight into a very specific part of the curriculum, or further training on one topic area. The one-to-one setting enables participants to deep-dive into the minutiae of an area, and to upskill on areas in which they feel less confident. Industry workshops For anyone looking for more bitesized industry learning opportunities, industry workshops are sessions of 60 to 90 minutes, delivered online.
fantastic opportunity for participants to broaden their learning and to gain fresh insight into current industry practice and knowledge.
“Fascinating insight into the many career opportunities available to students within the construction industry” Jennie Weller-Poley, industry placement officer at Bucks College Group “I found the Itknowledgeable.inspirationalspeakersand filled me with confidence to begin to deliver an excellent T Level experience in September 2023”
Industry Insights group placement participant These workshops drill down into a specific area of the T Level curriculum to enrich orincludetopic.understandingparticipants’ofthatThesessioncanapresentationdemonstrationfrom the employer or might be an open Q&A session. Delivering for learners
As part of the TLPD offer, the ETF hosted/facilitated 37 group industry placements and 22 workshops in the 2021-22 academic year. Between September 2021 and June 2022, 322 people attended placements and 354 attended workshops. We have held events related to the following T Level routes: Accounting and finance Business and administration EducationDigitalConstructionand childcare Engineering HairCateringHealthmanufacturingandandscienceandbeauty For more information on Industry Insights, visit et-foundation.co.uk/ tlpd or contact etfoundation.co.ukindustryinsights@
Q How can employers and teachers work together to mutually benefit one another?
The Industry Insights programme, part of the TLPD offer, provides opportunities for teachers to upskill their industry practice. Here, we get the employer perspective
Q How does Industry Insights help build your talent pipeline?
KE: It’s important for teachers and students to understand the career model in early years education. It’s also about being able to understand the sector as it is and how it is unfolding in a postpandemic world – how the needs of the practitioner as well as the children and families are changing, with an increasing focus on things like wellbeing. We are able to give valuable insights into the sector, so they understand the challenges as well as the wins and the exciting career paths available.
KE: I’d love to spend more time in colleges having conversations with teachers and students, and providing an opportunity to ask questions and share stories of children, practitioners and leaders. At the same time, we in the industry would really benefit from learning more about T Levels, how they work, and how they can support the sector’s recruitment goals for the future. As practitioners, we can bring exciting learning examples to the classroom to help students see how their modules are applied in practice. We can provide that bridge with the real world of industry, even before they go into those settings. That helps improve confidence levels, so the students perform better when they enter the workplace. We know these are the early years educators of the future, and we want to help them visualise and be inspired about the pathway they have chosen.
GETTYILLUSTRATIONS:
Q Can teachers who have recently left the industry still benefit from an Industry Insights programme?
KE: Our goal is for children to become lifelong learners so we have no less an expectation of ourselves as educators. Current research and understanding of child development and best practice continues to grow, change and become more illuminous. It is an important time in early years as we look at the impact of living in a post-pandemic world and children’s development.
T LEVELS EMPLOYER INSIGHTS 10 INTUITION T LEVELS AUTUMN 2022 KIM ESNARD is education and training lead at Tiney, a rapidly ShebasedchildmindergrowingagencyinLondon.hasextensive experience in early years education as a practitioner, consultant and trainer. In March, Kim spoke at an early years online session as part of the Industry Insights programme.
Q Why is it important to share your industry experience with teachers?
Q What skills, behaviours and values are you looking for from students? KE: From an early years perspective, we’re looking for students who will develop a good understanding of children’s development and, importantly, safeguarding. More generally, we want people to have a good work ethic, who are passionate, excited to share ideas, reliable, and willing to learn. Being confident and a good playmate is the first requirement of a good educator. We would love college and school leavers to come in with fresh ideas and the confidence to speak up and have an opinion on how to improve play experiences.
KE: We have a real shortage of Level 3 qualified people coming through to the sector. Personally, I hadn’t heard of T Levels, so it’s important we’re having this exposure to understand more about the model, what is being taught, and how it aligns with the expectations and requirements from the sector. We are keen to be a part of that journey.
theShapingfuture
DH: It helps for them to understand what they want to do. Not everybody knows, but having the teacher sit down with the student and discuss different roles they’ve seen in the industry and whether they might be suitable is helpful.
Q How can teachers help prepare employers to receive students with additional needs?
Q Why is it important to share your industry experience with teachers?
and speak to teachers
I think the biggest thing for me is employability. We had a T Level student who had been fantastic on her placement, one of the best we’d seen. Unfortunately, when she applied for the trainee scheme, she wasn’t able to make it through the interview. Luckily, she’s coming back to us in another capacity, but it’s showed me how important it is for providers to give advice and guidance on things like interview technique.
DH: It’s important to make sure that what students are being taught is relevant to what the industry is doing, but also that what the industry is doing is relevant to teachers. T Levels were created with input from industry professionals – that’s how they came about. So it’s important teachers understand the information so when students come on-site, their knowledge is relevant. With Industry Insights, we’ve had various industry professionals come and speak to teachers about what they do, to give background to each career and show what may be available for T Level students once they complete the course. We’ve continued to work with those providers to provide learning materials and class activities.
what they do, to give background
EMPLOYER INSIGHTS T LEVELS T LEVELS AUTUMN 2022 INTUITION 11
DH: The most important thing is that providers are open to communicating with us, so that we have the best idea of what those additional needs are. When we’re aware of those needs, we can prepare, and make sure we have the appropriate expertise in the team to support those individuals.
Q What skills, behaviours, and values are you looking for from students?
DH: Absolutely. The important thing to remember if you’ve just left construction or engineering is that you were doing your particular job. So you might not necessarily know as much about other roles. Things also change quickly. Construction has changed in the last two years, let alone the last 15 or 20 years. This is about continuous learning and having access to people who are witnessing those changes. Teachers can then speak to students about future opportunities, and more easily recommend different roles and career paths.
Q How does Industry Insights help build your talent pipeline?
fosthannaasacWowpapubrrt
Q
For more information on industry insights, visit et-foundation.co.uk/tlpd or industryinsights@etfoundation.co.ukcontact
Q Can teachers who have recently left the industry still benefit from an Industry Insights programme?
DH: I think it’s about having those relationships and making sure we’re working together. I’ve got good relationships with my south-west providers that are doing T Levels. I know they’ll email me if they need something, and I’ll email them if we’re doing something that could benefit them. Whenever we start a new site, I’ll ask if they have any students that need work experience.
DH: It speaks for itself really. It’s about making sure that what students are being taught is exactly what we need. Sometimes we didn’t realise we needed some of the things the students are being taught! It’s beneficial to form those relationships with teachers and students before the students even apply for placements. come about to each career and show what be Construction has in the last two years, let alone the last 15 or 20 This is about continuous and Da
HASKINGSDANIELLE is managersocialseniorvaluefor the south-west at Willmott Dixon, a privately-owned construction and interior fit-out specialist. She manages community engagement, education, and employment training for the region, including participation in the Industry Insights programme.
How can employers and teachers work together to mutually benefit one another?
T he T Level
The TNA is your starter kit to help orientate you and to set you on the path to successful T Level delivery.
2 Understanding T Levels
Understanding T Levels is designed for anyone delivering – or planning to deliver – T Levels, or anyone advising learners about further education (FE) options. Variations of the course exist for those in the post-16 sector, and staff in schools (at Key Stage 3, 4 and 5).
TrainingfromDevelopmentProfessional(TLPD)offertheEducationandFoundation(ETF) supports providers delivering – or planning to deliver – T Levels. Commissioned by the Department for Education (DfE), this rich offer comprises workshops, online courses, e-learning resources, mentoring, networking and industry collaboration opportunities. If you haven’t already signed up to take advantage of what’s on offer, here’s a guide to just some of the courses and materials available.
1 Training Needs Analysis Thinking about delivering T Levels?
There are two types of TNA: the organisational TNA (OTNA) designed for institutions, and an individual TNA (ITNA) designed for staff members involved in the delivery of T Levels.
12 INTUITION T LEVELS AUTUMN 2022 T LEVELS TLPD
The road to success
A Training Needs Analysis (TNA) helps you assess your T Level-readiness, identifying any gaps in knowledge or skills around T Levels. The outcome of a TNA is a bespoke development plan, with recommendations for resources, courses and activities that will support you in delivering T Levels to the highest standard.
The T Level Professional Development (TLPD) offer provides a wide range of resources for organisations looking to deliver and expand T Levels. This guide will help you identify the right route for your needs
3
All parts of the fully-funded TLPD offer can be accessed via our Professional Development Platform (PDP). It’s a hub for the training courses, resources and further information you need to prepare for delivery of T Levels. Visit pdp.etfoundation.co.uk/ programmes to get started. The introduction of new qualifications requires meticulous preparation on behalf of all staff, but with appropriate guidance and resources, it can be made far more manageable. We are pleased to be able to offer TLPD support with no charge to T Level providers so that you can feel confident that you have the tools, resources and experience needed to deliver T Levels successfully.
A vital part of the TLPD offer, Industry Insights enables frontline T Level provider staff to gain first-hand industry experience. The programme includes placements, mentoring and industry-led workshops. Read more about the Industry Insights programme on pages 8 to 9.
T Level ImprovementResourceProjects
CHIVERSMARKPHOTOGRAPHY: WHAT THEY’RE SAYING
4Industry Insights
“Going through this gave me ideas on how to deliver our T Levels better, especially for formalised assessments, giving feedback and tracking progress of our students”
TLPD participant
Professional Development for Leaders Aimed at a range of senior roles in the FE sector, this course equips leaders to shape the direction of their organisation to support the successful roll out of T Levels. The programme caters to different leadership roles, including an operational middle leaders and managers course, a leadership residential programme and the T Level Leadership Mentoring Programme. The course and accompanying resources guide leaders on how to manage curriculum change, and how to monitor progress and outcomes of T Level delivery.
and frontline teachers, this offer includes face-to-face courses and online selfstudy courses alongside a wealth of helpful resources for each occupational specialism. This offer also includes broader pedagogical resources to enhance your professional toolkit and deliver the best experience for learners.
How do I get involved?
T LEVELS AUTUMN 2022 INTUITION 13
5 T Level role and route specific training This part of the TLPD offer provides continuous professional development (CPD) related to specific T Level courses, from education and childcare through to engineering and manufacturing.Aimedatmiddlemanagers
This course ensures teachers and trainers feel confident in advising learners about educational options available. It also deepens knowledge and understanding of T Levels for those directly involved in delivery. If you’re looking for clarification about the changes you need to make as T Levels are rolled out, this course is for you.
Tom Leahy, T Level co-ordinator at Oldham College to industry placements, and T Level delivery in schools.
T Level Resource Improvement Projects (TRIPs) bring together providers, employers and other stakeholders so they can collaborate to create teaching, learning and assessment resources. TRIPs help ensure that resources are created by drawing on the expertise of providers and other stakeholders. Projects are pre-agreed and designed to produce specified resources for a particular area of teaching or assessment.
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6 Networks Collaboration and interaction across the sector are vital to ensure we are sharing best practice. As part of TLPD, we’ve developed networks that allow you to do just that. Our networks bring together practitioners planning or delivering T Levels so you can collaborate, exchange ideas and approaches, develop partnerships, and share resources. Our networks include those related
WE ARE PLEASED TO BE ABLE TO PROVIDE THIS SUPPORT WITH NO CHARGE TO T LEVEL PROVIDERS
“I would highly recommend any T Level provider to work with the ETF to review both their organisational and individual staff needs while preparing to deliver these new and exciting qualifications”
By completing an Individual Training Needs Analysis (ITNA), you can identify any gaps in your personal skills or knowledge. Your tailored action plan will detail the T Level Professional Development (TLPD) that suits your specific role and experience to support your delivery of T Levels. Find out more at: YOUTHEetfoundation.co.uk/pdpSUPPORTNEEDFUNDEDBY
Raising the profile
NICOLA HALL is director of education at the Careers & Enterprise Company, the national body for careers education in England. Find out more at careersandenterprise.co.uk For T Levels to succeed, it’s vital that schools are aware of what they are and how they could benefit those assessing their next steps, says Nicola Hall people’s awareness and improve takeup of technical and vocational education, including T steerHowever,Levels.wemustclearofviewing
T LEVELS AUTUMN 2022 INTUITION 15 OPINION T LEVELS
ALL PARTS OF THE SYSTEM NEED TO COME TOGETHER TO DELIVERFOR LEARNERSENCOUNTERSMEANINGFUL
PAL as just an obligation on schools. This would be a missed opportunity. All parts of the system need to come together to deliver meaningful encounters for learners and the broader FE sector has a key part to play. Existing providers of FE have the knowledge, passion and expertise to inspire and inform young people making decisions about their futures. This is therefore a call to action to you – to engage through your institutions, our careers hubs and with schools to ensure prospective learners are well informed about all educational options and pathways. The CEC will continue to work closely with schools and providers to facilitate interaction and to make it as easy as possible to engage with each other. Such engagement is critical because we all know that high-quality, workbased routes are so often the answer for students. This is about the young person who knows their passion but doesn’t know how to make it their career. It’s about the young person who thought certain jobs were closed off to people from their town or their background. It’s about the young person who doesn’t know how their skills might translate into the world of work. We won’t get there overnight and there will be challenges along the way. But our goal is to support you to make sure young people and their parents look with fresh eyes at all technical courses and routes, including T Levels. That parity of esteem – alongside making sure young people understand all the educational routes that are open to them, and the value they can offer – will lead to better outcomes for them, and our society and economy.
T Levels offer a new and exciting technical education route for providers and learners. To help make the most of this opportunity, and to encourage uptake, the Careers & Enterprise Company (CEC) is committed to ensuring learners in schools have access to information about the different further education (FE) routes available to them.
The new Skills and Post-16 Education Act 2022 includes a statutory requirement that schools create opportunities for students to interact with providers of technical education and apprenticeships, so they can be informed about the courses and qualifications available. The Provider Access Legislation (PAL), expected to come into force in January 2023, specifies that schools must provide at least six encounters with technical education providers to students across Years 8 to 13. This could be a catalyst for T Level take-up. Several sources show that awareness and appetite for vocational routes is already increasing. And we’ve seen that, where the provision of apprenticeship information is high, take-up rises – our evidence suggests by as much as 16 per cent. At the CEC, we are focused on supporting young people to understand all their options and to take their best next step. We believe that by taking advantage of the opportunity that PAL presents, we can collectively shift the dial on young
Get support for your continuing T Level Professional Development at ETFOUNDATION.CO.UK/TLPD Maria Woodger, Assistant Principal, South Devon College The ETF support [TLPD] has been fantastic – from networking to Industry Insights, the support and impact have been great. FUNDED BY
