Science

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 science:

understanding the science sector
further science knowledge, including cell cycle and cellular respiration, enzyme and protein structure, pathogens, classification of biological materials, kinetic changes and relevant analytical techniques
scientific methodology
experimental equipment and techniques
ethics of science

Options to specialise

In addition to the core content, each student must choose 1 of the following specialisms in technical science:

laboratory sciences
food sciences
metrology sciences

Awarding Organisation resources

NCFE has developed a wide range of resources to help providers to deliver the Science 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.
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.

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.

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.

Food and hygiene (for Food Science occupational specialism only)
Dependent on the nature of the industry placement, it may help students to do some relevant food and hygiene training before they start.

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.

Developing formative assessment materials for laboratory science in the Health and Science T Level

This T Level Resource Improvement Project (TRIP) has been developed by disaggregating a sample synoptic assessment practice paper for laboratory science.

Produced by City of Stoke-On-Trent Sixth Form College, this resource consists of assessments which are flexible and can be used as part of a lesson encompassing teaching, learning and assessment (disaggregated assessment) or as a more formal assessment session (aggregated assessment tasks).

Resources include:

A T Level Science Rationale which includes session plans, guidance, and a self-reflection tracker. An adapted mark scheme created by the tutor is provided for learners to use to monitor their own progress.
Five session plans covering five lessons as PowerPoint presentations.

The sections cover:

writing a literature review
writing a standard operating procedure
writing a risk assessment
completing a practical
recording data.

There are three parts to the summative synoptic assessments for the OS:

Assessment 1: In this assessment, learners complete a literature review based on a problematic, technical scenario provided. From this research, learners are expected to produce a standard operating procedure (SOP) and a risk assessment for that SOP.
Assessment 2: This is a practical assessment of the learners’ practical skills, competency and safety skills.
Assessment 3: This assessment provides learners with data to review, with the learners expected to identify errors, give reasons for these errors and suggest improvements.

Formative assessment tasks

Formative assessment 1 – Writing literature reviews

This links directly to part 1 of the synoptic assessment. The formative assessment activities:

reviewing scientific literature
writing references
features of abstracts
writing an introduction
writing a literature review.

Formative assessment 2 – Standard operating procedure (SOP)

This is linked to synoptic assessment 1. The formative assessment activities:

SOP
SOP equipment
Writing a hypothesis
writing a scientific introduction in an SOP
writing a method for an SOP.

Formative assessment 3 – Risk assessment

This is linked to synoptic assessment 1. The formative assessment activities:

hazards
risk assessment content
writing a risk assessment.

Formative assessment 4 – Practical skills

This is linked to synoptic assessment 2. The formative assessment activities:

equipment
recording data
identifying important steps in an SOP
following an SOP.

Assessment types:

peer assessment
review and improve
verbal feedback.

Core skills covered:

independent study
organisational skills
problem-solving
scientific knowledge.

Downloadable resources

Session plan	4
Session PowerPoint	5
Self-Reflection Tracker	1
Adapted mark scheme	1

This TRIP can be found here.

Employer informed and peer reviewed learning materials which contextualise maths within the Health and Science T Level

This T Level Resource Improvement Project (TRIP) showcases a range of employer informed, and peer reviewed, learning activities which contextualise a variety of mathematical learning outcomes within the T Level in Health and Science.

Produced by Leeds City College, part of Luminate Group, this TRIP provides learning sessions and activities that will enable learners to utilise mathematical learning objectives within a Health and Science context.

Resources include:

four distinct lessons, covering three mathematical topics based around data interpretation and organisation, focussing on averages, standard deviation, and Spearman’s rank (2 lessons)
session plans covering four lessons, with accompanying PowerPoint presentations, additional handouts and worksheets and teacher guidance.

Core and occupational specialisms are covered across all elements.

Maths core competencies cover:

processing data
represent with mathematical diagrams
understanding data
use rules and formulae.

Downloadable resources

Lesson plan	4
PowerPoint	4
Student task	5
Policy document	0

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) consists of materials to support learners for T Level in Health and Science.

Produced by Derby College, this TRIP provides schemes of learning activities and guidance material for learners to develop core skills required for the employer set project.

Resources include:

four lessons (Science, Literature review, Referencing, Review structure)
a scheme of learning which includes four lessons
learner guidance
teacher guidance.

The scheme of learning addresses A02 core knowledge and skills for the development of a scientific project and A04 use of English Maths and Digital.

Core specialisms

The core specialisms covered include:

CS2.1: Conduct a review of independently selected scientific literature and other appropriate primary and secondary sources.

Downloadable resources

Lesson plan	4
PowerPoint	4
Scheme of learning	1
Guidance documents	2

This TRIP can be found here.

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

This T Level Resource Improvement Project (TRIP) will support learners in their preparation and development towards Task 4 of the Employer Set Project assessment for the Science T Level.

Produced by the School of Applied Science at Leeds City College, this TRIP showcases a scheme of learning alongside supporting materials designed to help learners develop their knowledge and skills.

Assessment objectives

The assessment objectives covered include:

AO2 Apply core knowledge and skills to the development of a scientific project.
AO3 Select relevant techniques and resources to meet the brief.
AO4 Use English, mathematics and digital skills as appropriate.
AO5 Realise a project outcome and review how well the outcome meets the brief.

Core skills

The core skills covered include:

CS4 Creativity and innovation.
CS6 Communication (written and verbal).
CS7 Reflective evaluation.

Downloadable resources

Scheme of learning	1
PowerPoint	1
Learner worksheet	3
Presentation	1
Teacher guide to tasks	1
Student guide to tasks	1

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) consists of materials for Task 4 of the T Level in Health and Science.

Produced by Hopwood Hall College and Leeds City College, this TRIP provides material to support learners to develop the required core skills for each task of the Employer Set Project (ESP). In addition, there is guidance materials for staff and students on how best to prepare for the ESP for the Health and Science T Level.

Resources include:

scheme of Learning for ESP Task 4
resource cover sheet with six appendixes
four sessions presentations with corresponding guidance for teachers and learners
three student worksheets.

The ESP ensures that students are given the opportunity to apply core knowledge and skills to develop a substantial piece of work in response to an employer-set brief. The brief and tasks are contextualised around an occupational area, requiring students to plan a scientific project, and lesson plans have been designed to prepare students for the ESP.

These resources will provide more understanding of the tasks to ensure that staff and students are prepared for the assessment.

Assessment objectives

Assessment objectives covered include:

AO2: Apply core knowledge and skills to the development of a scientific project (12 marks).
AO3: Select relevant techniques and resources to meet the brief (6 marks).
AO4: Use English, mathematics and digital skills as appropriate (4 marks).
AO5: Realise a project outcome and review how well the outcome meets the brief (6 marks).

Core skills

Core skills covered include:

CS4: Creativity, innovation.
CS6: Communication (written and verbal).
CS7: Reflective evaluation.

Downloadable resources

Scheme of Learning	1
Lesson plans for all lessons	1
PowerPoint presentation	1
Guidance docs for learner and teacher	2
Resources Cover sheet	1

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

This TRIP can be found here.

Science competence portfolio development

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

Produced by Hopwood Hall College, Science Council, Covance, New College Swindon, Harrow and Uxbridge, Petroc, Cardinal Newman, and Fareham College, this TRIP provides an employer-informed matrix of skills which can be used to prepare learners for an industry placement in laboratory science.

Resources include:

Survey results to show the ranking employers gave to skills, knowledge and behaviour they would look for in learners undertaking an industry placement in laboratory science.
A competency assessment for learners to complete each term until the end of their course in order to demonstrate their progress towards the key knowledge, skills and behaviours required for a role as a laboratory technician.
A scheme of learning which identifies the specific skills, knowledge and behaviour learners could reference when completing their competency assessment.
A staff manual which acts as a guide and summary to the core documents.

Downloadable resources

Employer survey findings	1
Learner competency assessment	1
Scheme of learning	1
Staff manual	1

This TRIP can be found here.

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

This T Level Resource Improvement Project (TRIP) delivers a range of high-quality formative assessment materials for the T Level in Science.

Produced by Derby College and Leeds City College, this TRIP consists of resources to support students to develop their skills and enable them to successfully answer assessment questions. Assessment objectives AO1, AO2, and AO3 are covered, in addition to development activities. Each question indicates the core content to which it applies (eg A10 or B1.23) and answers and indicative content are also provided.

Resources include:

a set of formative assessment materials for AO1, AO2 and AO3
two sets of developmental activities.

Developmental activities

Examples of activities include:

laboratory comparison project
food additives and analysis tasks
laboratory safety and aseptic techniques
storage and management of information in the laboratory.

Downloadable resources

Developmental activities	2
Formative assessment material	1

This TRIP can be found here.

Contextualised learning materials to support understanding of challenging science concepts

This T Level Resource Improvement Project (TRIP) showcases employer informed learning materials which contextualise T Level Health core science content (TQ Specification Section B1) to motivate and engage students and ensure their success in the core summative assessments.

Produced by Bede Academy, Hertford Regional College, and Eastleigh College, this TRIP provides high-quality, employer informed, accessible, learning materials to help students to develop their science knowledge and understanding to successfully complete the core science summative assessments.

Resources include:

six session plans
resources for each session including PowerPoint presentations, recall questions, articles, and starter activities.

The sciences concepts covered include:

the relationship between the structure, properties, and functions of lipid
the relationship between the structure, properties, and functions of proteins
waves
carbohydrates structure, properties, and function
the nature of infection and causative agents with examples of resulting diseases
principles of electromagnetism.

Core specialisms

The core specialisms covered include:

Core component section B: Science concepts.
B1: Core science concept.
B2: Further science concepts in health.

Downloadable resources

Recall questions	2
PowerPoint presentations	6
Article	1
Wordsearch start activity	1
Worksheet	1

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

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

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	1

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	1
Lesson plan	4
PowerPoint presentations	4
Scheme of learning	1
Worksheets	4
Cover Sheet	1
Learner guidance	1

This TRIP can be found here.

Produce materials to support Occupational Specialism holistic deliver

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 providers to holistically deliver Performance Outcome 1 of the Occupational Specialism Technical: Laboratory Sciences of the T Level in Science.

Produced by Windsor Forest College, this TRIP provides an accessible framework for learning, lesson plans and supporting learning materials that will enable learners to hone and develop knowledge and skills for the Technical: Laboratory Sciences Occupational Specialism of the T Level in Science.

The resources include:

a framework for learning to show how learning can be scaffolded and holistically sequenced to develop the required knowledge and skills.
fourteen lesson plans which cover 21 hours of learning to support the scaffolding of the knowledge and skills within the Occupational Specialism content with links to Industry Placement practice
learning materials to support each lesson which enables the delivery of the 21 hours of learning

The framework for learning, lesson plans and associated learning materials facilitate holistic delivery of Performance Outcome 1 using a contextualised approach, giving learners realistic workplace scenarios and developing their technical practical skills through a range of practical activities.

Any realistic technical scenario will also inevitably cover aspects of both Performance Outcomes 2 and 3, and these are indicated in the framework of learning where appropriate, promoting the notion of holistic delivery of the Occupational Specialism content.

The learning in this resource is based on quantitative analysis using different kinds of titration, with a scenario involving work in an analytical laboratory setting. The scenario could be adapted by providers to consider local employers.

As a laboratory technician in an analytical laboratory undertaking quantitative analysis (assay), there would be an expectation to complete both manual and automated titrations. In fact, many of the titration analyses completed in commercial laboratories use the manual processes that learners undertake in this framework for learning. The use of probes to follow a titration will allow learners to relate their work to auto titrators which are used commercially.

This framework also allows learners to develop their autonomy in their work so that they feel confident to use written instructions to carry out analyses with quality and efficiency.

The practical activities covered in the scenario will allow learners to develop appropriate skills to perform a range of scientific techniques, including:

acid-base and redox titrations
preparing a serial dilution
preparing a solution of defined molar concentration
using a conductivity meter to measure the conductivity of a solution
calibrating a pH meter, a balance and a mechanical (variable-volume) pipette.

There are opportunities within the lesson plans for providers to link the project work to visits, speakers or placements at local analytical laboratories to give learners context regarding the skills learnt and how processes may differ in practice

The learning materials to support each lesson includes example Standard Operating Procedures (SOPs), risk assessment examples and templates and formative assessment questions.

The separate PowerPoint slides support the fourteen lessons.

Downloadable resources

Word document including introduction, framework for learning, fourteen lesson plans and associated supporting resources	1
PowerPoint to support the lesson plans	1

This TRIP can be found here.

Gatsby resources

Resources:

Further teaching resources to support the delivery of the Science 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 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.

Last updated: 03 September 2024 08:48

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