Core components of T Level transition programme confirmed
08 October 2019
The five “nationally set”, key components of the T Level transition framework have been revealed as part of new guidance from the Education and Skills Funding Agency (ESFA).
The T Level transition programme will be a new type of 16 to 19 study programme aimed at students who are not ready to access a technical education route at age 16, helping them to prepare for T Level study.
Available for delivery from September 2020 to a limited number of providers, the components are designed to provide a broad foundation, whilst allowing flexibility to tailor programmes to students’ needs in terms of duration and order of delivery:
| Diagnostic and guidance period |
To assess students' capability and support needs in order to tailor their transition programme to address these needs. This also helps students to decide which T Level they want to prepare for. |
| English and maths |
For students who do not hold at least a GCSE grade 4 in English and/or Maths and are required to continue studying as per the condition of funding. |
| Work experience and preparation |
To develop the skills, behaviours, attitude and confidence that will be needed to complete the T Level industry placement. |
| Introductory technical skills |
Introductory skills and concepts to prepare students for the T Level route they wish to progress to. |
| Pastoral support and personal development |
Relevant and meaningful support to address barriers to education, support emotional and/or mental health difficulties and support the development of study skills, and reflective and resilience skills. |
The transition programme is aimed at full-time study with a minimum of 540 planned hours.
Whilst completion of the transition programme would be considered good preparation for supporting progression to a T Level, the ESFA states that the programme will not in itself lead to automatic enrolment onto a T Level. Students will need to apply for entry to a T Level as part of a school, college or training company’s normal enrolment practices.
The ESFA intends to monitor data to ensure the transition programme is meetings its policy aim of preparing students for progression onto T Levels. Accountability measures will be published following national roll out.
Taking a phased approach to implementation, further iterations of the programme are expected as further good practice and experience are built upon.