Research into the T Level Transition Programme

Key Findings

• Providers were highly engaged in preparations and delivery and generally delivered Transition Programmes which were well received by students.
• The first Transition Programmes differed from most existing level 2 courses in various ways:
  
  
  • more extensive diagnostics
  • the embedding of a smaller qualification or taking a non-qualification approach
  • the incorporation of project-based delivery – including employer-set projects
  • giving additional time to, and contextualising, English and maths
  • using a variety of methods to assess students’ progress and prepare them for the T Level.
    
    
• The pandemic brought difficulties for providers in securing placements, with few students completing one.
• Providers faced some challenges in students’ engagement and progress in English and maths GCSEs, with some perceiving students to have received higher centre assessment grades than reflected their ability.
• The Transition Programme aims to support students’ progression onto T Levels but, in reality, providers reported that students were progressing onto a range of options.

The elements that providers felt had most effectively prepared students for T Levels were: technical units/modules aligned to the T Level; the development of English and maths competencies within the vocational context; exam papers and questions; the development of independent study skills; an employer-set project; placements and placement preparation; and time and workload management support.