Health

Core content

All students will develop a general understanding of health and science: 

  • working within the health and science sector
  • health, safety and environmental regulations
  • managing information and data
  • principles of good scientific and clinical practice
  • core science concepts including the structure of cells, tissues and large molecules, genetics, microbiology and immunology

They will also learn about topics specific to health, including:

  • understanding the healthcare sector
  • providing person-centred care
  • supporting health and wellbeing
  • further knowledge of both human anatomy and physiology and of diseases and disorders
  • infection prevention and control

Options to specialise

In addition to the core content, each student must choose one of the following specialisms:

  • supporting the adult nursing team
  • supporting the midwifery team
  • supporting the mental health team
  • supporting the care of children and young people
  • supporting the therapy teams
  • dental nursing (from September 2022) 

Awarding Organisation resources

NCFE has developed a wide range of resources to help providers to deliver the Health T Level.

Registration, entries and results

  • Information on how to register learners for their T Level as well as how to make bookings for the correct assessment series can be found here

Tutor resources (found in the teaching materials tab on this page) includes:

  • Schemes of work – They contain information on the qualification's learning outcomes, activities and resources for learners. Tutors may use it to outline how they will deliver the programme. These are available for the core and occupational specialisms.
  • Essential core resources – covering some of the key topic areas, including session plans, lesson activities, e-Learning module, home study activities and revision and study sessions.
  • Occupational specialisms resources – session packs, including session plan, lesson activities, e-Learning module, and home study activities.
  • Mapping documents – mapping the core elements to the occupational specialisms.

Assessment guidance (found in the assessment materials tab on this page) includes:

  • Past papers mark schemes and chief examiner reports for core and occupational specialisms (also includes specimen papers and mark schemes)
  • Example Employer Set Projects, with briefs, tutor guidance and mark schemes

Video Resources

  • Please find a playlist from NCFE here of recorded webinars covering training, support and CPD for the Health and Science T Level.  

Other resources include:

Additional considerations for this course

DBS basic or enhanced checks and disqualified disclosure
Where required, students should complete this check before they start their industry placement.

Care qualification or training (Supporting Healthcare occupational specialism only)
Dependent on the nature of the industry placement, it may help students to do a relevant care qualification and / or do some relevant training.

Health check
Before starting their industry placement, students should have the relevant inoculations and immunisations. These will be determined by the employers they are doing their placement with.

ETF resources

Supporting Industry Placement preparation with employer informed materials in the Health and Science T Level

This T Level Resource Improvement Project (TRIP) consists of employer informed materials to support Industry Placement preparation for the T Level in Health and Science.

Produced by St Marys College, Hull, this TRIP provides material to support learners in preparing for their industry placements and making progress against their individual learning objectives. This TRIP, supporting the healthcare occupational specialism, includes:

  • six learning objectives and related indicative workplace tasks
  • a framework of learning covering 25 hours of learning
  • lesson plans and learning materials
  • a template for learner objectives and reflections
  • employer guidelines.

Core specialisms

The core specialisms covered include:

  • CS2 Communication.
  • CS1.2 Provide person-centred care.

General competencies

The general competencies covered include:

  • GEC1 Convey technical information to different audiences.
  • GEC2 Present information and ideas.
  • GEC4 Summarise Information/Ideas.
  • GEC6 Take Part In/Lead Discussions.

Occupational specialisms

The occupational specialisms covered include:

  • policy and current good practices affecting work practice when undertaking physiological measurements (K3.14)
  • results of physiological monitoring and measurement using relevant documentation (S3.17)
  • correct process for reporting measurements that fall outside normal levels (S3.18)
  • current policy and good practice techniques when undertaking physiological measurement (S3.20)
  • the implications of health and safety regulations, their influence on practice and how they promote person-centred care within the supporting healthcare role (K1.1)
  • the requirements for following a duty of care and duty of candour within the scope of the supporting healthcare role (K1.3)
  • how to interpret individual care plans to support a person’s health, comfort and wellbeing (K1.9)
  • safeguarding individuals and their wider family/carers if required and promote principles to others in practice (S1.25)
  • record of personal development and training from undertaking CPD (S2.21)
  • supporting individuals’ care needs, ensuring privacy and dignity is maintained whilst recognising the importance of personal health and wellbeing (communication) (K1.8)
  • the importance of gathering individual views and how this influences service provision (K2.11)
  • all required standards, codes of conduct and health and safety requirements/legislation, including risk assessment in the healthcare environment (S1.27)
  • maintaining a safe and healthy working environment, take appropriate action in response to incidents or emergencies, following local guidelines (S1.28)
  • providing person-centred care and support to individuals, carers and relevant others (S1.30)
  • moving and handling individuals safely when assisting them with their care needs, using appropriate moving and handling aids (S1.32)
  • recognising limitations in mental capacity and respond appropriately (S1.36)
  • physiological measurements commonly measured by healthcare support workers and the normal range is for each measurement in adults (K3.1)
  • types of equipment used for measuring physiological states in adults (K3.7)
  • physiological measurement equipment (S3.16)
  • current policy and good practice techniques when taking physiological measurements: Processes in gaining consent (S 3.20)
  • why these practices are important: respect individuals’ right to refuse care if they wish (K3.15).

 Downloadable resources

PowerPoint 11
Lesson plans 11
Framework of learning 1
Student resource 2
Employer resource 1

This TRIP can be found here

Contextualised learning materials to support development of core skills for the Employer Set Project 

This T Level Resource Improvement Project (TRIP) showcases a range of contextualised employer informed learning materials to support learners development of knowledge and skills in readiness for the Employer Set Project in Health.

Produced by Hugh Baird College, this TRIP has been split into four separate projects, each with its own set of resources to cover activities for four lessons per project. 

The projects featured cover the following subjects:

  • Project 1: Activities of Daily Living.
  • Project 2: Change in Care Needs.
  • Project 3: Developing Research Skills.
  • Project 4: Care Plans.

Resources across all projects include:

  • teacher guidance
  • worksheets
  • lesson PowerPoint presentations
  • peer feedback proformas
  • a case study.

Downloadable resources 

Teacher guidance 
Worksheet  19 
Lesson PowerPoint  15
Scenarios 
Peer feedback pro-forma  4
Case Study 
Resources for display 

This TRIP can be found here.

Sequencing year one – A collaborative approach to planning

This T Level Resource Improvement Project (TRIP) shares four different infographic resources which show year one of the Health T Level as a road map journey. Core content of the Health T Level has been sequenced including how to prepare learners for the key assessment points and how to best prepare learners for industry placements.  

Produced by New College Durham, Sunderland College, Hartlepool College and Education Partnership North-East this collaborative TRIP provides an example of how year one of the Health T Level could be sequenced. 

Each resource has a different focus, with the following topics covered:

  • a staff road map 
  • an employer road map 
  • a student curriculum road map 
  • a student assessment road map. 

Core specialisms 

The core specialisms covered include: 

  • A1 Working within the health and science sectors.
  • A2 The Healthcare Sector. 
  • A3 Regulations in the health and science sector. 
  • A4 health and safety regulations applicable in the healthcare sector. 
  • A5 Managing information and data within the health and science sector. 
  • A6 Managing personal information. 
  • A7 Good scientific and clinical practice. 
  • A8 Providing person-centred care. 
  • A9 Health and wellbeing. 
  • A10 Infection prevention and control in health specific settings. 
  • A11 Safeguarding. 

Other skills which have been mapped into the resources include:

  • time management 
  • planning 
  • analysing  
  • critical thinking 
  • communicating  
  • investigating research  
  • creative 
  • self-managing 
  • leading 
  • recording information 
  • observing 
  • evaluating 
  • core component 
  • behaviour 
  • knowledge.  

Downloadable resources 

Infographic 4

This TRIP can be found here.

Developing A02 and A03 formative assessment materials for the Health T Level

This T Level Resource Improvement Project (TRIP) delivers a range of high-quality formative assessment materials for the T Level in Health, covering assessment objectives AO1, AO2, and AO3.

Produced by East Sussex College, Outwood Academy, Hugh Baird College, and St Philomena’s Catholic High School, these resources will support students to develop their skills, and enable them to successfully answer assessment questions.

Resources include presentations covering:

  • types of abuse (A11)
  • formative assessment questions on factors increasing vulnerability (A11)
  • formative assessment questions on human body systems and conditions (B2).

Developmental activities

You can also download a workbook of developmental activities to support the understanding of core content. Examples of activities include:

  • measuring the rate of reaction by continuous monitoring method
  • tests and techniques to separate, detect and identify chemical compositions
  • properties and uses of metal alloys
  • methods of chromatography
  • a titration practical
  • the role of policies in promoting safeguarding.

Formative assessment material

This TRIP also provides a comprehensive set of formative assessment questions to support learners in exams, and relate to the following core components:

  • A1.1, A1.2, A1.6
  • A2.2, A2.4, A2.9, A2.13
  • A3.1, A3.2
  • A4.2, A4.3, A4.5
  • A7.5, A7.10,
  • A8.3, A8.15, A8.17, A8
  • A 9.1, A 9.3, A9.4, A9.7, A9.7, A9.8, A9.9, A9
  • A10.1
  • A11.3
  • B1.33.

Downloadable resources

Presentations 3
Developmental activities workbook 1
Formative assessment material 1

This TRIP can be found here.

Supporting holistic delivery - developing learning activities to integrate core and occupational specialism content

This T Level Resource Improvement project (TRIP) showcases a range of employer informed and peer reviewed learning activities which combine content from core and occupational specialism sections of the Health and Science T Level. 

Produced by Gloucestershire College and PETROC, this TRIP provides learning sessions and activities that will enable learners to practice using their knowledge in situations they will face in the workplace.  

Resources include: 

  • session plans covering three lessons, with accompanying PowerPoint presentations 
  • additional activities that can be used the classroom, such as cardiovascular system lesson
  • lesson objectives with key terms summarised.

Core specialisms

The core specialisms covered include:

  • Element 3: Safeguarding, health and safety and wellbeing.
  • Element 7: Child Development.
  • Element 10: Equality and diversity. 
  • Element 11: Special educational needs.

Occupational specialisms

The occupational specialisms covered include:

  • Supporting healthcare.
  • Supporting adult nursing.
  • Supporting adult nursing team.

Downloadable resources

Lesson plan 3
PowerPoint presentation 3
Student tasks 3

This TRIP can be found here.

Supporting holistic delivery - developing learning activities to integrate core and occupational specialism content for the T Level in Health and Science

This T Level Resource Improvement Project (TRIP) showcases a range of employer informed and peer reviewed learning activities which combine content from core and occupational specialism sections of the Health and Science T level.

Produced by Gloucestershire College and PETROC, this TRIP provides learning sessions and activities that will enable learners to practice using their knowledge in situations they will face in the workplace.

Resources include PowerPoint presentations covering:

  • Heart and cardiovascular system (lesson 1).
  • Cardiovascular system (lesson 2).
  • Coronary heart disease (lesson 3).

Developmental activities

Developmental activities include:

  • pair and group discussions
  • opportunities to prepare for the ESP by conducting research and creating care plans.

Formative assessment material

Formative assessment materials include:

  • a quiz
  • a knowledge checker.

Downloadable resources

PowerPoint presentations 3
Worksheet 1

This TRIP can be found here.

Contextualised learning materials to support understanding and skills of challenging maths concepts

This T Level Resource Improvement Project (TRIP) showcases a range of employer informed, and peer reviewed, learning activities which combine content from core and occupational specialisms of the T Level in Health and Science.

Produced by Leeds City College, this TRIP provides learning materials that are employer informed and peer reviewed which contextualise maths within the Health and Science T Level.

Resources include:

  • teacher guides covering four lessons, with accompanying PowerPoint presentations
    • Lesson 1 – Mean, Median, Mode and Range
    • Lesson 2 – Standard Deviation
    • Lesson 3 – Spearman’s Rank part 1
    • Lesson 4 – Spearman’s Rank part 2
  • additional handouts with activities contained within the presentations.

Core specialisms

The core specialism covered is:

  • A6.9 To know the purpose of statistical techniques when analysing data.

Downloadable resources

Teacher guide/Lesson plan 4
Lesson PowerPoint presentations 4
Additional PowerPoint slides 3
Student worksheets 5

This TRIP can be found here. 

Developing AO2 and AO3 formative assessment materials

This T Level Resource Improvement Project (TRIP) showcases a range of materials to support the delivery of the core in the Health and Science T Level.

Produced by Calderdale College, this TRIP provides a range of formative assessment questions complete with model answers and peer assessment development activities to give learners an opportunity to develop their peer assessment skills.

Resources include:

  • 20 questions with model answers for AO2
  • 10 questions with model answers for AO3
  • a range of peer assessment development activities.

Assessment objectives

The assessment objectives covered include:

  • AO2: Apply knowledge and understanding of contexts, concepts, theories and principles to different situations and contexts.
  • AO3: Analyse and evaluate information and issues related to contexts, concepts, theories and principles to make informed judgements.

Core specialisms

The core specialisms covered include:

  • Element A2: The healthcare sector.
  • Element A3: Health, safety and environmental regulations in the health and science sector.
  • Element A5: Managing information and data in the health and science sector.
  • Element A7: Good scientific and clinical practice.
  • Element A11: Safeguarding.

Formative assessment material

This TRIP also provides a comprehensive set of formative assessment questions to support learners in exams, and relate to the following core components:

  • A2.3, A2.13.
  • A3.1.
  • A5.1, A5.2, A5.5, A5.7, A5.8, A5.9.
  • A6.2, A6.3.
  • A7.3, A7.4, A7.5, A7.7, A7.9, A7.10.
  • A11.2, A11.3, A11.4, A11.6, A11.7, A11.8, A11.12.

Downloadable resources

Formative assessment materials PDF 1

This TRIP can be found here.

Partnership approaches to developing effective T Level placements in the Health and Nursing T Level

This T Level Resource Improvement Project (TRIP) consists of training materials to support NHS Industry Placements for the T Level in Health and Nursing. The project focused on developing mirrored training resources, enabling local teaching practice to deliver training in the exact operating procedures, on precise assessment methods used locally prior to engagement on placement, enabling students to add value from day one.

Produced by Havant and South Downs College, Abingdon and Witney College, Isle of Wight College and Newbury College, this TRIP provides resources enabling learners to successfully start and add value once on placement or when moving into employment.

Resources include:

  • material related to maternity such as an admission record, a birth record, and an ultrasound record
  • care in later life materials including dementia lesson, death policy, and Waterlow cards
  • schemes of work and teaching and assessment activities
  • letters for contacting NHS Trusts
  • NHS patient care documentation
  • application paperwork.

Downloadable resources

Case study documents 3
Placement paperwork 6
Research and placement paperwork 2
Guidance and policy documents 9
Maternity resources 16
Curriculum models 5
Care in later life resources 16

This TRIP can be found here.

Developing AO2 and AO3 formative assessment materials for the Health T Level

This T Level Resource Improvement Project (TRIP) has been developed to support learners in succeeding on the core content assessments in Health T Levels through the use of employer informed formative assessment activities.

Produced by East Sussex College, Outwood Academy, Hugh Baird College, and St Philomena’s Catholic High School, the activities in this TRIP aim to support students to develop the cognitive skills necessary to successfully answer questions aligned to assessment objectives 2 and 3 in the Technical Qualification core content summative assessments.

Resources include:

  • exemplar questions for AO1, AO2 and AO3 contextualised for the Health T Level
  • formative assessment activities for Health T Level core content section B (Science Concepts) 
  • revision worksheets for core content A11 Vulnerability Factors 
  • revision worksheets for core content B2 Body Systems 
  • PowerPoint presentations on the types of abuse. 

Developmental activities

Examples of developmental activities include:

  • measuring the rate of reaction by continuous monitoring method
  • methods of chromatography
  • titration practical
  • health promotion campaigns
  • case studies.

Downloadable resources 

Presentations 
Developmental activities workbook 
Formative assessment material 

This TRIP can be found here.

Developing strategies to support CEIAG for vocational learners

This T Level Resource Improvement Project (TRIP) showcases materials for the T Level in Construction, the T level in Digital, the T level in Education and Early years and the T level in Health and Science.

Produced by East Sussex College Group, East Sussex County Council, SCTP and Plumpton College, this TRIP conducted a systematic review and mapping across East Sussex of existing careers education, information, advice and guidance (CEIAG) arrangements and needs in relation to technical education. The review was driven by key stakeholder feedback, specifically employers, young people and their parents, carers, and teachers.

Resources include five videos providing overview of the relevant T Level, with modules and specialisms covered, along with feedback and explanations from a course leader, learner and employer on industry placements.

Reference is made to some core specialisms as part of the videos. 

Downloadable resources

Videos 5

This TRIP can be found here.

Holistic planning and delivery

This T Level Resource Improvement Project (TRIP) consists of resources that will enable a holistic approach to the delivery of the T Level in Health and Science.

Produced by Hopwood Hall College, this TRIP provides activities and case studies that will enable learners to apply knowledge to situations they will face in the workplace. Holistic assessments throughout the resources mean that different areas of the specification are covered in a single task, supporting the structure of assessment for T Levels. Development of wider skills, such as digital, presentation and communication skills, are incorporated in the resource development. These resources are easily adaptable, can be used in a range of ways and can be supplemented to support different teaching styles and learner needs.

Resources include:

  • schemes of learning for six themes, covering multiple lessons, based around health and safety, infection control, health and well-being and safeguarding
  • PowerPoint presentations covering five lessons
  • family case study handouts.

Core specialisms

The core specialisms covered include:

  • A3.1 - The purpose of the legislation and regulations in the health and science sector.
  • A3.2 - How to assess and minimise potential hazards and risks, including specific levels of risk, by using the Health and Safety Executive’s five steps to risk assessment.
  • A4.1 - The purpose of workplace health and safety regulations in the health sector.
  • A4.2 - The purpose of specific health and safety regulations, guidance, and regulatory bodies in relation to the health sector.
  • A8.6 - The purpose of the Personalisation Agenda 2012 and the importance of using holistic approaches in order to place individuals, their carers, and significant others at the centre of their care and support.
  • A8.7 - A range of verbal and nonverbal communication techniques, potential communication barriers and how to overcome them to support an individual’s condition.
  • A8.10 - How mental health conditions, dementia and learning disabilities can influence a person’s needs in relation to overall care.
  • A8.11 - How to promote independence and self-care and the positive impact on the healthcare sector.
  • A8.15 - What the 6Cs are in relation to person-centred care.
  • A9 - Health and wellbeing.
  • A10.1 - The techniques for infection control and why they’re important in stopping the spread of infection.
  • A11.1 - The meaning of safeguarding in the health sector and the key principles including why safeguarding is important.
  • A11.2 - How to safeguard individuals in relation to legislation, policies and procedures.
  • A11.3 - Factors that may contribute to an individual being vulnerable to harm or abuse and the vulnerable groups that require protection.
  • A11.4 - A range of different types of abuse and harm.
  • A11.5 - Some of the possible signs of abuse or harm that may be identified in individuals using healthcare.
  • A11.6 - What action to take if abuse is suspected or disclosed.
  • A11.7 - Action that can be taken by individuals and organisations to reduce the chances of abuse.
  • A11.8 - The meaning of patient safety and clinical effectiveness, including why they're important.
  • B1.24 - The nature of infection.
  • B1.25 - Causative agents of infection and examples of resulting diseases.
  • B1.26 - The different ways in which causative agents may enter the body (i.e. transmission routes) direct/indirect transmission.

General Competencies

The general competencies covered include:

  • GEC1. Convey technical information to different audiences.
  • GEC2. Present information and ideas.
  • GEC3. Create texts for different purposes and audiences.
  • GEC4. Summarise information/ideas.
  • GEC5. Synthesise information processes.
  • GEC6. Take part in / lead discussions.
  • GDC1. Use digital technology and media effectively.
  • GDC2. Design, create and edit documents and digital media.
  • GDC3. Communicate and collaborate.

Downloadable resources

Family case study handouts 6
Lesson resources 5
Scheme of learning 6

This TRIP can be found here.

Developing Core Skill formative assessment materials to support success in the Employer Set Project

This T Level Resource Improvement Project (TRIP) showcases employer informed formative assessment materials for the T Level in Health and Science.

Produced by City College Norwich and Luminate Education Group, this TRIP provides a range of resources to formatively assess core skills one to seven of the Employer Set Project (ESP) and to overall support learner success in the ESP.

Resources include:

  • teacher guidance
  • formative assessment resources
    • step 1 – planning an investigation
    • step 2 – data collection
    • step 3 – report writing
    • step 4 – reflective evaluation
    • step 5 – customer report
  • a formative assessment mark scheme.

The resources can be used as a revision tool for learners prior to participating in the ESP. The core skills developed through using these resources also apply to other qualifications and T Levels, for example, Education and Childcare.

Occupational specialisms

The occupational specialism covered include:

  • Performance outcome 1: Perform a range of appropriate scientific techniques to collect experimental data in a laboratory setting, complying with regulations and requirements.
  • Performance outcome 2: Plan, review, implement and suggest improvements to scientific tasks relevant to a laboratory setting.
  • Performance outcome 3: Identify and resolve issues with scientific equipment or data errors.
  • Step 1 and 1.1 - Planning an investigation. A lesson plan PowerPoint for teachers to use which looks at the key elements when planning an investigation. There is also a word document for students to sue as a template which highlights the steps when planning an investigation.
  • Step 2- Data Collection. A lesson plan PowerPoint for teachers to use which look at the key elements to consider when collecting data to reduce bias and obtain reliable, verifiable, and accurate results.
  • Step 3 and 3.1 – Report writing. A word document provides a detailed example of an investigation report. And a PDF resource which provides bullet points of what needs to be included in a report.
  • Step 4, 4.1 and 4.2 – Reflective evaluation. A word document which provides steps to fully allow students to evaluate their practical.  This will allow students to evaluate their experiment using bullets points as prompts. There is also an example of an evaluation mark scheme.
  • Steps 5 – customer report. A word document for students highlighting the key sections to include in their report.
  • Teacher guidance – planning an investigation: paper planes (lesson plan). A word document for teachers outlining the steps for basic experimental planning. The lesson plans outline the expectations for the session. The descriptions will match the lesson taught using available materials and can be adapted for your own purposes. All lesson plans are based on three-hour sessions.

The lesson plans below outline steps for basic experimental planning which may be applicable to the following T Level key skills:

  • CS1: project management.
  • CS3: working with others.
  • CS4: creativity and innovation.
  • CS5: problem solving.
  • CS6: communication.
  • CS7: reflective evaluation.

The lesson plans also cover aspects of core component A9 scientific methodology:

  • A9.1: the importance of experimental design and planning.
  • A9.2: the importance of hypothesis/performance criteria in experimental design.
  • A9.3: how planning methodologies contribute to successful experimental design.
  • A9.4: how customer/client requirements may affect scientific methodology.
  • A9.5: how to provide results and recommendations in appropriate formats for customers.
  • A9.7: the principles that inform sampling techniques.
  • A9.9: the need for reliable, verifiable, and accurate recording.

Downloadable resources

Lesson plan 5
PowerPoint presentation 2
Student task 1

This TRIP can be found here.

Contextualised resources to support delivery of the health and safety core content

This T Level Resource Improvement Project (TRIP) showcases materials to prepare learners for placements for the T Level in Health and Science.

Produced by St John Rigby College, this TRIP consists of resources created to improve the delivery of the Science T Level, focusing on good health and safety practice within a laboratory setting. Recognising a need for current industry-standard materials to prepare learners for placements and to contextualise their understanding of the core curriculum prior to experiencing a ‘real’ laboratory setting.

Resources include:

  • six session plans
  • resource packs for staff and students.

Core specialisms

The core specialisms covered include:

A3: Health, safety and environmental regulations in the health and science sector

  • A3.1 The purpose of key legislation and regulations within the health and science sector.
  • A3.2 How to assess and minimise potential hazards and risks, including specific levels of risk, by using the Health and Safety Executive’s Five Steps to Risk Assessment
  • A3.3 How health and safety at work is promoted.
  • A3.4 How to deal with situations that can occur in a health or science environment that could cause harm to self or others.

A4: Health and safety regulations in healthcare science

  • A4.5 The overarching responsibilities of trained first aiders.

Downloadable resources

Session plans 6
Learning resources for staff 20
Standard Operating Procedure documents 11
Safety resources for staff 7

This TRIP can be found here.

Pan Leeds rollout of the Health and Science T Level

This T Level Resource Improvement Project (TRIP) showcases material to support a citywide approach to the rollout of the T Level in Health and Science. 

Produced by Leeds City College and Notre Dame Catholic Sixth Form College, this TRIP contains a wide range of resources created with the engagement of educational and clinical practitioners. It aligns the qualification and industry placements in a collective workforce plan that integrates the Health and Science T Level into citywide pathways to health and care careers.

Resources include:

  • curriculum resource pack
  • evaluation materials
  • marketing materials
  • student engagement activities.

Core specialisms

The core specialisms covered include:

  • CS1.1, CS1.2: Demonstrate person-centred care skills.
  • CS2.1, CS2.2: Communication.
  • CS4.1, CS4.2: Reflective Evaluation.
  • CS5.1, CS5.2: Researching.
  • CS6.1, CS6.2, CS6.3: Presenting.
  • CS3.2: Team working.

Curriculum component:

The curriculum components covered include:

  • S1.18 - Demonstrate the ability to carry out clinical skills for individuals including clinical assessments and reporting findings. Taking the following physiological measurements using the correct equipment and procedure to ensure accuracy, precision and any sampling errors are avoided.
  • S1.19 - Support risk assessments for children and young people and escalate where appropriate.
  • K1.2 - The importance of considering the range of individuals who are receiving care and support with mental health conditions.
  • K1.7 - The importance of team briefings and debriefings/reflective practice.
  • K1.9 - Approaches to protecting own mental health and wellbeing in the role of a mental health support worker.
  • A10.1 - The techniques for infection control and why they are important in stopping the spread of infection.
  • A11.1 - The meaning of safeguarding in the health sector and the key principles, including why safeguarding is important.
  • A11.2 - How to safeguard individuals in relation to legislation, policies, and procedures.
  • A11.3 - Factors that may contribute to an individual being vulnerable to harm or abuse, and the vulnerable groups that require protection.
  • A11.4 - A range of types of abuse and harm.
  • A11.5 - Some of the possible signs of abuse or harm that may be identified in individuals accessing healthcare.
  • A11.6 - What action to take if abuse is suspected or disclosed.
  • A11.8 - The meaning of patient safety and clinical effectiveness, including why they are important.
  • A2.3 - The diverse range of personal factors that would dictate the services accessed by an individual, including barriers to service access.
  • A2.4 – How the use of different developments in technology supports the healthcare sector: health applications (for example Evergreen Life, NHS app and My Diabetes My Way).

Downloadable resources

Curriculum Resource Pack 8
Evaluation Materials 6
Marketing Material  5
Student Engagement Activities 15

This TRIP can be found here.

Contextualised Science Skills for the Health T Level

This T Level Resource Improvement Project (TRIP) showcases material supporting the development of essential maths and science skills to enable learners to better access the science content of the Health and Science T Level.

Produced by Burnley College, this TRIP consists of a range of worksheets based around industry-specific case studies of patients in a variety of different health scenarios for Core Component and General Mathematics Competencies coverage. They will enable learners to test their industry knowledge and General Maths Competencies using their knowledge in contextualised situations they may face in the workplace.

Resources include six industry contextualised case studies with Q&As.

Core specialisms

The core specialisms covered include:

  • A9.7, A9.8 Health and Wellbeing.
  • A10.1 – A10.5 Infection prevention and control in health specific settings.
  • B1.5, B1.8. B1.9, B1.10, B1.11, B1.52 Core Science Concepts.
  • B2.1, B2.5, B2.8, B2.10, B2.11, B2.13, B2.20 Further Science Concepts.

General mathematics competencies covered are GMC 1, 2, 4, 5, 6, 7, and 8.

Downloadable resources

Student task 6

This TRIP can be found here.

Passport to Placement toolkit in the Health and Science T Level

This T Level Resource Improvement Project (TRIP) showcases material to support providers delivering the T Level in Health and Science.

Produced by Bolton College, this TRIP consists of resources relating to the six core skills identified in the employer set project section of the core content.  

Resources include:

  • pre course diagnostic assessment
  • core skills development activities
  • learner core skill self-assessment template
  • case study.

It includes examples of activities which are designed to support providers in:

  • recruiting learners who are suitable for the T-Level health programme
  • supporting learners to develop their skills
  • carrying out a pre-placement assessment to determine whether learners are ready to start their industry placement.

Core specialisms

The core specialisms covered include:

  • CS1: Person centred care skills.
  • CS2: Communication.
  • CS3: Teamwork.
  • CS4: Reflective Evaluation.
  • CS5: Research.
  • CS6: Presentation.

Downloadable resources

Grid mapping activities to core skills 1
Ideas for assessing Core Skills 1
Assessment activities – formative assessment ideas 1 per core skill
Case Study 1
Learner Core Skill self-assessment template

1

 

This TRIP can be found here.

Developing learning activities to integrate core and occupational specialism content in the Health and Science T Level 

This T Level Resource Improvement Project (TRIP) provides materials that will enable learners to practice employability skills that are required in the workplace for the T Level in Health and Science.  

Produced by South Devon College and Bridgewater and Taunton College, this TRIP explores the top 10 employability skills which are required in the post-Covid-19 world and developed innovative delivery methods to support learners with these skills. 

Resources include: 

  • a scheme of learning 
  • videos covering: 
    • 10 Employment Skills 
    • background to TRIPs project 
    • insight into delivering T levels. 

Developmental activities  

Developmental activities include:

  • pair and group discussions 
  • opportunities for Nearpod activities. 

Formative assessment

Formative assessment materials include:

  • interactive activities using EdTech 
  • a knowledge checker. 

Downloadable resources 

Videos  10 
Scheme of Learning 

This TRIP can be found here.

Developing schemes of learning and guidance materials to develop core skills required for the Employer Set Project 

This T Level Resource Improvement Project (TRIP) showcases a collection of peer-reviewed and employer informed learning materials designed to support learners to develop the appropriate core skills that are associated with an exemplar ESP (Employer Set Project) for the Health and Science T Level. 

Produced by Derby College, this TRIP explores how learners can develop competencies in English, presenting ideas and information, summarising information and ideas, and synthesising information.  

The scientific context of the ESP encompasses multiple occupational areas, some of which learners might not have direct knowledge of. In this sequence of lessons, topics such as water quality, nanotechnology and plastic waste are used as examples, but the skills developed can be applied to any scientific setting. The same activities outlined in the sequence could be incorporated into lessons covering the core content of the science specifications.  

Resources include: 

  • a scheme of learning for four lessons  
  • teacher guidance materials  
  • flowchart for learners which outlines the sequencing of the tasks and the required skills associated 
  • worksheets related to the content covered in each of the tasks  
  • associated presentation slide decks with teaching content and activity slides. 

Core content

Suggestions for suitable topics where solutions to problems could be researched, relating to core content, include: 

  • B1.33 - The relationship between the atomic structure and the physical and chemical properties of metals. 
  • B2.5 - How mechanisms of enzyme action allow them to catalyse a wide range of intracellular reactions. 
  • B2.12 - The comparative amounts of energy produced by different respiratory substrates (lipids, proteins, and carbohydrates). 
  • B2.25 - The advantages of using a catalyst in industrial reactions. 
  • B2.34 - The effect of compression when storing gases in cylinders. 

Associated assessment objectives 

The assessment objectives covered include:

  • AO2 - Apply core knowledge and skills to the development of a scientific project. 
  • AO4 - Use English, mathematics, and digital skills as appropriate. 

General English competencies 

The general English competencies covered include:

  • GEC1: Conveying technical information to different audiences.  
  • GEC2: Presenting information and ideas.  
  • GEC4: Summarising information/ideas.  
  • GEC5: Synthesising information. 

General digital competencies 

The general digital competencies covered include:

  • GDC1: Use digital technology and media effectively.
  • GDC3: Communicate and collaborate using online polls to share ideas and opinions. 
  • GDC5: Be safe and responsible online. 
  • GDC6: Controlling digital functions. 

Downloadable resources 

Teacher guidance 
Lesson plan  
PowerPoint presentations
Scheme of learning  
Worksheets 
Cover Sheet 
Learner guidance 

This TRIP can be found here.

Materials to support the development of the Core Skill of Presenting for the T Level in Health

This T Level Resource Improvement Project (TRIP) has produced a range of learning materials, developed and peer reviewed by experienced T Level providers. These learning materials will support learners to develop the Core Skill of Presenting for the T Level in Health. 

Produced by Calderdale College and peer reviewed by Walsall Academy, this TRIP provides an accessible framework for learning, lesson plans and supporting learning materials that will enable learners to hone and develop their Core Skill of Presenting when developing understanding of the Core Content of the T Level in Health.

The resources include:

  • a framework for learning to show how the development of the skills of Presenting can be scaffolded and sequenced
  • 11 lesson plans which cover more than 20 hours of learning to support the development of the Core Skill of Presenting in conjunction with Core Content
  • learning materials to support each lesson which enables the delivery of the learning framework for learning
  • guidance that can be provided to learners to demonstrate how they can use their skill as part of the Employer-set project (ESP) assessment.

The framework sets out one approach to scaffolding and sequencing the development of verbal presentation skills. It focuses on developing the skills needed to deliver effective presentations using non-digital and digital tools that support delivery. This resource also supports the development of verbal and non-verbal communication skills, confidence in delivering presentations, digital skills and health-related knowledge.

The resource focuses on presenting information related to nursing, but this resource could be replicated and used in a variety of healthcare settings. The overall outcome of the learning from this resource is to present information effectively to specified stakeholders.

The resource has been developed for use towards the end of the delivery of the Core Content and assumes prior knowledge of a range of concepts related to nursing.

In addition to lesson plans for each lesson in the framework for learning there are support materials including role plays, case studies and documentation such as medical charts.  There are also templates, for peer- and self-assessment with many of the lessons designed to encourage the use of these as part of a formative assessment strategy.

There is a separate slide deck that can be used to support delivery of the lessons.

The framework for learning and lesson plans also cover the following General English and Digital Competencies (GECs and GDCs):

  • GEC1 Conveying technical information to different audiences 
  • GDC2 Presenting information and ideas

Downloadable resources

Word document including introduction, framework for learning, lesson plans and associated supporting resources as well as guidance for students to prepare for the ESP using the skills that have been developed 1
PowerPoint to support lesson plans 1

This TRIP can be found here. 

Gatsby resources

Resources:

Further teaching resources to support the delivery of the Health T Level can be found here. The Technical Education Networks programme supports teachers bringing industry and the classroom closer together by delivering an engaging and enriched curriculum for their students in an evolving education landscape, drawing on expertise of specialist teachers, employers and professional bodies.

Research – Macrosequencing of curriculum:

A research project exploring the macro-sequencing of T Level curriculum. The research resource, available here, presents two models for T Level in Health and Science together with feedback on implementing diagnostic assessments, sequencing core and occupational specialism content, embedding skills into the curriculum and implementing industry placements.

AoC resources

Please find AoC's resource depository here.  

 

 

 

Was this page helpful? Yes this article was useful No this article wasn't useful

You have 500 characters remaining