T LEVELS UNDERSTANDING...CORE - knowledge and •Contexts, concepts, theories and principles...
Transcript of 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?
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• Implementing change
• Direction of travel
• Sainsbury review
• The Educational Landscape today
WHY ARE T LEVELS BEING INTRODUCED?
Education & Training Foundation
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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
Education & Training Foundation
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Education & Training Foundation
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)
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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
Education & Training Foundation
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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
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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.
REVIEW RECOMMENDATIONS
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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.
REVIEW RECOMMENDATIONS
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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
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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)
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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
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BREAK
10 MINUTES
02WHAT ARE T LEVELS?
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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
Education & Training Foundation
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QUESTIONS / OBSERVATIONS?
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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
Education & Training Foundation
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
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DELIVERY MODEL 1
Core Knowledge
Employer Set Project
Occupational Specialism
Industry Placement
English
Maths
Exams
Year 1 Year 2
Summative Assessment
Summative Assessment
Exams
Learning / Formative Assessment / Preparation for Summative Assessment
Learning / Assessment Preparation
Learning / Assessment / Preparation for Summative Assessment
Learning / Formative Assessment / Preparation for
Summative Assessment
ExamsLearning /
Assessment Preparation
Resit Exams
EDUCATION & TRAINING FOUNDATION
Technical and Employability Skills
Development
Resit Summative Assessment
Resit Summative Assessment
Resit Exams
Learning / Assessment Preparation
Learning / Assessment Preparation
Learning / Assessment Preparation
Learning / Assessment Preparation
Learning / Assessment Preparation
Learning / Assessment Preparation
ResitExams
RestExams
ResitExams
Resit Exams
Resit Exams
ResitExams
DELIVERY MODEL 2
Core Knowledge
Employer Set Project
Occupational Specialism
Industry Placement
English
Exams
Year 1 Year 2
Summative Assessment
Employability Skills Development
Technical Skills Development
Summative Assessment
Exams
Technical Skills Development
Learning / Formative Assessment / Preparation for Summative Assessment
Learning / Formative Assessment / Preparation for Summative Assessment
Learning / Formative Assessment / Preparation for Summative Assessment
EDUCATION & TRAINING FOUNDATION
Learning / Assessment Preparation
Resit Exams
Assessment Preparation
Resit Summative Assessment
Assessment Preparation
Learning / Assessment Preparation
Learning / Assessment Preparation
Resit Exams
Resit Exams
DELIVERY MODEL 3
Core Knowledge
Employer Set Project
Occupational Specialism
Industry Placement
Exams
Year 1 Year 2
Summative Assessment
Technical Skills Development
Summative Assessment
Learning / Formative Assessment / Preparation for Summative Assessment
Learning / Formative Assessment / Preparation for Summative Assessment
Employability Skills
Development
EDUCATION & TRAINING FOUNDATION
Learning / Formative Assessment / Preparation for Summative Assessment
DELIVERY MODEL 4Core Knowledge
Employer Set Project
Occupational Specialism
Industry Placement
Maths
English
Exams
Year 1 Year 2
Summative Assessment
Summative Assessment
ExamsLearning / Assessment Preparation
Employability and Technical Skills Development
ExamsLearning / Assessment Preparation
Learning / Formative Assessment / Integrating Core Knowledge and
Skills into Occupational Specialism Delivery
Tasters
EDUCATION & TRAINING FOUNDATION
Assessment Preparation
Assessment Preparation
Learning / Formative
Assessment
Learning / Formative
Assessment / Integrating Core Skills
into OS Delivery Learning / Formative Assessment
/ Assessment Preparation
Assessment Preparation
Assessment Preparation
Resit Exams
Resit Summative Assessment
Learning / Assessment Preparation
Learning / Assessment Preparation
Resit Exams
Resit Exams
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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?
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A. 315 hours
B. 45 days
C. 9 weeks
WHAT IS THE MINIMUM TIME REQUIREMENT FOR THE INDUSTRY PLACEMENT?
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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?
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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)?
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A. A* - E
B. Pass, Merit, Distinction, Distinction*
C. A – E
D. Pass, Merit, Distinction
HOW IS THE TECHNICAL QUALIFICATION GRADED?
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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?
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• 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?
Education & Training Foundation
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
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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.
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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.
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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
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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
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Implications of Core assessments
− Scheduling− Support for students− To employers− Data capture
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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
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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?
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“
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)
Education & Training Foundation48
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
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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)
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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
Education & Training Foundation
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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
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ProgressionInformation Advice and Guidance
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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/
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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:
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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
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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.
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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
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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