Implementing T Levels - process and timeline

• Introduction
• Who is it for?
• How to use this resource
• AoC podcast episodes
• Downloadable diagrams

Introduction

This resource is a high-level summary of the process for setting up and delivering a T Level programme, with a suggested timeline.  

Both the process and the timeline are likely to be broadly similar for schools, colleges and training providers. At a more detailed level, they may differ depending on factors such as the range and scope of the T Level offer or the size of your delivery team. 

These differences may include variations in:

• the number of occupational specialisms you plan to offer
• the number of students you aim to recruit
• the resources needed
• that you may have started planning later and your organisation’s ability to work outside the academic timetable, e.g. at weekends or holiday periods

The process and timeline are divided into 11 sections. They are indicative not prescriptive.  

You may want to change the order of items within the 11 process ‘boxes’ to match your priorities or schedule the activities in the timeline differently. For example, if you think it may be hard to secure enough industry placements for a particular T Level, you may want to prioritise this ‘box’ and bring it forward in the timeline.  

Who is it for? 

Senior leaders and curriculum area leads. 

How to use this resource 

You can use the resource individually or with other people involved in planning your organisation’s T Level offer. Go through the process to get an overview of what’s involved.  

The items in each box are ordered logically, but you may want to change the order in some of the boxes to reflect your priorities and implementation progress. If you do change the order, you can then change the timeline so the two match up.  

Use the timeline to help create an action plan.  

Implementing T Levels - The overall process

Management

1. 1. Create your T Level strategy and team
   2. Build your implementation and internal communications plan
   3. Produce your financial plan and risk assessment
   4. Evaluate your implementation and communications
   5. Evaluate financial performance

Curriculum planning

1. 1. Research and understand global skills drivers and local skills needs
   2. Decide on your mix of occupational specialisms to match skills needs, local skills requirements and employment opportunities
   3. Sequence the curriculum so that all components work together
   4. Define entry requirements
   5. Integrate your industry placement strategy as part of your curriculum planning to balance employer and student needs
   6. Integrate the curriculum coherently with other learning programmes
   7. Conduct annual curriculum review

Set up for delivery

1. 1. Make sure staff are clear about T Level content and requirements
   2. Create curriculum resources and session plans well before delivery commences
   3. Create an assessment strategy that complies with the requirements of the programme
   4. Review curriculum assessment resources annually

Professional readiness

1. 1. Conduct a gap analysis of staff knowledge and skills against your curriculum offer
   2. Identify where knowledge and skills can be acquired from recruitment, staff development and employers
   3. Plan and carry out additional staff recruitment
   4. Set up, resource and deliver staff development plans (organisation / team / individual)
   5. Secure employers to support delivery in the classroom
   6. Annually update your CPD approach

Environment / equipment

1. 1. Audit teaching environments to maximally utilise resources for occupational specialisms
   2. Plan space, equipment and digital resource requirements, positioning T Levels prominently for internal infrastructure and resource management
   3. Build employer equipment and resources into the curriculum
   4. Review environment and equipment annually

Systems and structure

1. 1. Identify and trial alternative systems for example for: onboarding students, managing progress and recording achievement, including completing industry placements, funding and student support
   2. Establish systems to recruit, onboard, register and support students, including initial and diagnostic assessment, and SEND needs
   3. Commission and configure systems for administration of examinations, tests and assessment
   4. Analyse data for compliance and improvement action

Marketing

1. 1. Integrate T Levels into a single skills marketing offer for students, parents and employers, promoting your vision for T Levels to potential students and stakeholders
   2. Deliver T Level marketing for students, parents and employers
   3. Make employers central to promoting and marketing T levels to potential students and stakeholders
   4. Build in evaluation and review of your marketing offer

Supporting students to achieve

1. 1. Plan and deliver robust pastoral support to enable students to meet the demands of T Levels
   2. Establish and monitor learning support processes that evaluate student progress and achievement
   3. Set up provide student support funding and SEND support
   4. Undertake specialist CPD for staff and support stakeholders to help students achieve

Employer and stakeholder engagement

1. 1. Build relationships with local employers to support development of the whole T Level programme
   2. Engage more widely with local employment and skills stakeholders to build ownership and a united voice to support local skills plans
   3. Encourage employment and skills stakeholders to be advocates and ambassadors for industry placements

Industry placements

1. 1. Develop a placement plan and model that allows students and employers to make use of the full range of programme flexibilities
   2. Engage employers to be active contributors to placement design
   3. Identify potential for offering industry placements from current and new employer prospects
   4. Put in place robust policies, processes and systems for safeguarding, placement tracking and supporting students on placement
   5. Evaluate placement outcomes to realise benefits across the whole programme

Progression into and from T levels

1. 1. Develop IAG strategies for schools, employers, colleges in HEIs
   2. Tailor T Level content for employers, to drive effective talent pipelines
   3. Make a case to parents and students of the value and potential of T Levels

An example of a planning timeline is available in the downloadable diagrams section below.

AoC podcast episodes

Unlocking Potential : Entry Grades and T Levels Explained

In this episode, we explore the crucial role of entry grades in unlocking student potential across T Level programmes from both a school and General Further Education (GFE) perspective. Our guests highlight the importance of entry grades in effective marketing and recruitment, demonstrating how the right criteria attracts suitable students and supports positive outcomes. They reflect on changes to entry grade requirements since T Levels launched, emphasising continuous review to align with student needs and market trends. Looking ahead, they discuss the impact of upcoming Post-16 reforms on entry criteria and the need for ongoing adjustments to recruit the right students for the right T Levels and occupational specialisms, offering advice for other providers.

This episode can be found here.

Exploring T Level Implementation Strategic Intent: Gradual Gains or Bold Leaps (Staff Development and Recruitment)

Join us for an insightful episode of the T Level and T Level Foundation Year Podcast, where host Mark Hughes delves into the strategic intent behind the launch of T Level programmes by leading providers. This episode features Exeter College and The Sheffield College as they share their different approaches to implementing T Levels, evolving their offerings and ensuring staff are equipped with industry knowledge and technical skills. Listeners will gain valuable insights into the initial strategic intent, staff development, recruitment processes, lessons learned, and key advice for new providers embarking on their T Level journey. Don't miss this comprehensive guide to successful T Level implementation and growth.

This episode can be found here.

Creating Inclusive T Level and T Level Foundation Year Programmes: Part 1

Join us for Part 1 of an essential two-part episode of the T Level and T Level Foundation Year Podcast, where host Mark Hughes discusses the importance of creating an inclusive learning environment within T Level programmes. This episode focuses on the strategic intent behind establishing inclusive pathways to support positive outcomes and progression for students with special educational needs and disabilities (SEND). Featuring insights from Sandra Bull and Lucy Whitwood, we explore the implementation of systems and structures to support SEND students, the role of employers in industry placements, and the continuous efforts to improve inclusivity in education. Gain valuable lessons and practical advice for developing and launching successful T Level pathways. Don't miss this opportunity to learn how to create an inclusive and supportive educational environment.

This episode can be found here.

Creating Inclusive T Level and T Level Foundation Year Programmes: Part 2      

In this episode, we explore operational considerations with regards to creating and implementing inclusive T Level and T Level Foundation Year Programmes. It is also great to hear personal student success stories with regards to the impact that these approaches are having.

Creating an inclusive curriculum starts right back at the recruitment and interview process and early identification of needs. Pre-enrolment tasks given to students can help identify needs and possible support requirements so the programme can be adapted and shaped based on individual needs. Finally, an ‘employers toolkit’ can help all employers to understand broad areas of special educational needs and disabilities and how they can support students in the workplace.

This episode is the second part of two. The first part explores the strategic intent and understanding why it is becoming increasingly important to ensure that T Level and T Level Foundation Year pathways can accommodate all students.

This episode can be found here.

Provider Collaboration

Tune into this episode of the T Level and T Level Foundation Year Podcast as host Mark Hughes delves into the collaborative launch of the Leeds Health and Care Academy in April 2019, a pivotal initiative supporting the Leeds One Workforce agenda. Discover why the Academy was needed, how it has uniquely implemented Health T Levels through a citywide approach involving multiple colleges and industry partners and the coordination of impactful industry placements. Our guests, Kate, Gina, Kirstie, and Helen share their experiences and insights, highlighting the tangible and intangible benefits of this innovative project on the health and care education landscape in Leeds.

This episode can be found here.

Downloadable diagrams