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They suit students who know what industry they would like to work in and who would enjoy a mixture of classroom and work-based learning.

T-Levels are a new career-focused post-16 option for students. The first three T-Level courses launched in England in September 2020. Seven more T-Levels were introduced in September 2021 in a broad range of subjects.

As a teacher, you must now include information about T-Levels as part of the post-GCSE options you discuss with students – alongside A-levels, apprenticeships, traineeships and other post-16 options. Your sixth form, college or training provider may also choose to teach T Level courses.

So what are the key facts you and your students need to know?

Andrew Stubbs and Kevin Heys teach T-Levels at Walsall College, and Laura Dolan teaches T-Levels at Truro and Penwith College.

����tv Teach asked them to explain what T-Levels are, how to offer them, and which students might be best suited to them.

What are T-Levels?

A T-Level is a technical qualification equivalent to three A-levels.

They take two years to complete and earn UCAS points. T-Levels combine classroom study (80%) with a 45-day industry placement (20%).

T-Levels have already launched in subject areas like: Construction, Digital, Education and Childcare, Health and Science.

By September 2023, a total of 24 T-Levels will have been launched, including: Agriculture and Animal Care, Business and Administration, Catering, Creative and Design, Engineering and Manufacturing, Hair and Beauty, Legal, Finance and Accounting.

Who are T-Levels for?

Kevin Heys says: “T-Levels are best suited to those individuals who like to be hands-on and like to learn while on the job.”

They suit students who know what industry they would like to work in and who would enjoy a mixture of classroom and work-based learning.

Andrew Stubbs says T-Levels may not suit students who have not “completed any research into their preferred career or job role for the future.”

Laura Dolan says T-Levels are a good way of students being able to put theory into practice and take their interests forward, which she says can make for a “more creative and enjoyable learning programme”.

Students who wish to take T-Levels will need five GCSEs at Grade 4 or above, including English and Maths.

However, there are no entry requirements for T Levels set at a national level, entry requirements are set by each individual provider and will therefore vary.

There is also a one-year Pre-T-Level transition programme for students who missed those grades and need extra support.

Options after T-Levels include entry-level skilled jobs, advanced apprenticeships or university.

How are T-Levels different from A-levels and apprenticeships?

Andrew Stubbs says: “T-Levels are very similar to A-levels but are delivered as one specialist qualification. Both have exams and final summative assessments which are graded/marked externally.”

Students who complete their T-Level will receive an overall grade of pass, merit, distinction or distinction*.

“The programme is a full-time programme with study periods, or times you are required to work from home or within college. Unlike an apprenticeship, the work placement is equivalent to one day per week, and three to four days attending college.”

Kevin says: “Where A-levels are focused more on the academic side of learning, the T-Level predominantly covers technical skills that ensure students are work-ready. They are able to go into the industry on completing the two-year qualification.”

What are some of the benefits of teaching T-Levels?

Kevin says his college was attracted to T-Levels because the courses have been “developed by employers and awarding bodies” and therefore “enable students to access the relevant training they need for the industry that they wish to go into.”

Andrew feels that the T-Level prepares students for a professional career within a sector, and “allows students to experience a number of different job roles within the industry to help shape their future career progression.”

Laura feels there are direct benefits for teachers too: “Delivering a T-Level, teachers are able to be more autonomous about what they teach and how. We are free to determine our own formative assessments, which can link to new interests developed in the classroom… There is a strong emphasis on industry and links to practice, which is refreshing for a subject specialist like myself.”

Andrew also found there were “opportunities to network and engage” with employers to find out what job roles were available locally and what “calibre of students they were looking to recruit.”

What are the challenges in implementing T-Levels in a school or college?

Kevin says: “A particular challenge which arose during the pandemic has been the physical work experience for students. With many organisations physically closed due to lockdowns it proved very difficult to get students in and working. Something which we are addressing as a priority this year.”

Andrew says that other challenges included the “recruitment of appropriately-qualified staff with industry experience” and the “engagement of companies offering work placements”, alongside Covid-19 barriers and supply chain issues for resources and equipment.

Laura says there were some challenges around assessment arrangements due to the pandemic, and in promoting the course and getting people to see its benefits.

How do I tell people about T-Levels in my school or college?

Andrew says their college used a variety of ways to get the information out to students and parents and carers, through:

• Delivery of specific T-Level launch events.
• Delivery of T-Level and industrial placement partner open evenings, including invitations sent to all local schools’ careers officers.
• Promotion of T-Levels through college open days and evenings.
• Use of college website, advertising and social media.
• Information sessions and evenings being delivered in local schools.

Laura’s college offered similar open days in person and online, including one-to-one Q&A sessions with parents and potential students.

She says: “Liaising with schools throughout the county to ensure they are aware is key to gaining a large audience where you can share the information, to allow parents and children to make an informed decision.”

She also says it is important to have an informed member of staff present, who understands the differences between the different qualifications: “This is not about persuading [students and their] parents to join a T-Level, it is about presenting the pros and cons of each in relation to the young person’s aspirations.”

The Government has also created an information pack for careers leaders, senior leaders and other staff responsible for sharing information about T-Levels. It contains resources you can use to get information out to students, parents and carers.

This is not about persuading [students and their] parents to join a T-Level, it is about presenting the pros and cons of each [qualification] in relation to the young person’s aspirations.

How do schools and colleges build relationships with local employers for the industry placements?

Schools and colleges usually take on the responsibility for organising the appropriate industry placements, though there is nothing to stop students initiating their own.

Students will need to arrange their own travel to placements, but travel costs can often be reimbursed.

Kevin says their college has an internal industry placement team, who: “work very hard to ensure that placements are secured for students.” Alongside this, Andrew says conversations with local employers are important “to discuss T-Levels and the required commitment from all stakeholders.”

Andrew also suggests using existing work placement contacts – especially those used for BTEC Level 3 and HNC industrial placements – and the government advertising of the new T-Level programmes. Keep an eye out for employer open days too.

Laura advises teachers to be creative during the planning phase, in terms of how you want to make employers aware of the differences between previous qualifications and T-Levels.

Laura sent out an explainer video to existing and new employer settings, and arranged virtual meetings for employers who had any questions. This was a good way of developing relationships and building new contacts.

Finally, she recommends conducting a review with employers, which is both collaborative and can provide crucial feedback.