A new Level 2 vocational programme for 16 year-olds is now underway. ASCL Post-16 Specialist Kevin Gilmartin takes a look at the transition programme.

Step up

When ‘transition’ is mentioned in education terms, it is usually to do with the move that 11 year-olds make that is, the transition from primary to secondary school. However, ‘transition’ also refers to the move that 16 year-olds make – and some are now moving on to a new Level 2 vocational programme.

What is it?

The official title is the T Level Transition Programme, and it is a type of 16–19 study programme (not a qualification in its own right) tailored to prepare students for T Levels. There is a guiding framework for post-16 providers (see tinyurl.com/wmhcfdhh), which is focused on nationally set key components, along with flexibility for providers to package their programme at a local level to meet the needs of their students.

The programme started in September 2020 in 33 schools and colleges in England, with group sizes typically varying from 10 to 12 in schools to 20+ in FE colleges. The first programmes mirror the first three T Levels, that is, focusing on digital, construction and education and childcare.

What type of student is it suitable for?

The course is aimed at students who wish to progress on to the Level 3 T Level programme. Actual entry requirements for T Levels are at the discretion of each individual provider, but the profile of the first cohorts have tended to be five or more GCSEs including English and maths at Grade 5 or above.

This means the typical transition programme cohort may have a couple of GCSEs at 4+ but will mainly have 3s in the rest of their GCSEs. There is therefore an expectation that students will have the academic and technical ability to make the jump up from Level 2 to Level 3 within a year. This poses questions for the recruitment of the cohort; for example, are the students actually Level 3 ‘ability’ but have had their GCSE attainment adversely affected by illness or other disruption? Or perhaps the opportunity to study a more technical and project-based curriculum may allow some of these ‘lower achieving’ students to thrive and make the jump? As progression is the objective of the transition programme, getting this recruitment question right is crucial.

How might the programme evolve?

It is anticipated that the transition programme (tinyurl.com/dh6w7n52) will be rolled out each year to keep pace with the rollout of the main T Level programme. There are 24 T Levels planned over the next three years, so we can expect the same for the transition programme. What may also evolve is the level of autonomy given to local providers in building their programme. The DfE has already hinted at plans for more intervention in the programme design in an effort to balance ‘flexibility and consistency’. The latest guidelines refer to:

• setting minimum expectations about each element of the programme
• setting some outcomes for the technical component and the underpinning knowledge, skills and behaviours
• developing key resources for providers to use in design and delivery
• developing a student guide

Can my school or college get involved?

All present providers are also T Level providers, so it is uncertain as to whether a school or college could just run the transition programme without also running T Levels. However, the window to apply (tinyurl.com/racp3jee) is open until the end of July and previous restrictions on becoming a provider have been reduced. So, it would seem as if the DfE is keen to get as many schools and colleges involved as possible.

What next?

The government’s response to the consultation on Level 3 and below qualifications is expected by the end of the summer term. This will be highly influential in schools’ and colleges’ vocational curriculum design.

A call for evidence on what has been working well at Level 2 also concluded recently and this will contribute to government thinking. However, we have an examination system that presently results in a third of 16 year-olds ‘failing’ to achieve five GCSEs at Grades 4–9, including the ‘magical’ English and maths. The majority of these students progress to a vocational curriculum, so a great deal of young people are relying on the government to get this right. The pressure is on for the new transition programme to really deliver.

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A diagnostic period	To assess each student’s capability and pastoral support needs in order to tailor their Transition Programme to address their needs and help students choose their T Level route.
English and mathematics	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-related learning	To develop the skills, behaviours, attitude and confidence that will be needed for students to complete the T Level Industry Placement.
Introductory technical skills	Introductory skills and concepts to prepare students for the T Level they wish to progress to.
Development opportunities	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.

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Kevin Gilmartin
ASCL Post-16 and Colleges Specialist
@ascl_uk

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