Implementing T Levels - process and timeline


- Introduction

- Who is it for? 

- How to use this resource 

- Downloadable diagrams


    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, which align to the sections of the T Level Planner. 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 with the T Level Planner to help create an action plan.  

    Implementing T Levels - The overall process


      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. 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. 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. 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. 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. 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


      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. 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. 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. 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. 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.

    Downloadable diagrams

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