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Petition: Remove compulsory GCSE English and maths resits for 16-18 year old students

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Petition: Remove compulsory GCSE English and maths resits for 16-18 year old students

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We need the DfE to have a rethink over compulsory GCSE resits for our FE students! Teachers know what to do! Trust us to make the right decision for our students! Please sign and share

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Petitions - UK Government and Parliament

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Compulsory GCSE resits do not apply to Apprentices or T Level students who may be enrolled on Functional Skills. Teachers should be allowed to select the most appropriate type of English and maths qualification for a students' onward progression, rather than being mandated by a Condition of Funding

More details

Government must change this failed and costly policy which shows that three-quarters of young people who failed to achieve a GCSE in English and maths at age 16, have still not achieved them by age 19 despite multiple attempts. FE professionals should be allowed to choose the most appropriate qualification linked to a student's intended destination. The AoC, AELP, and ASCL have called for the policy to be scrapped, with Ofsted stating that there are "serious questions" about it. Let's change it!

This petition is closed All petitions run for 6 months

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Petition: Remove compulsory GCSE English and maths resits for 16-18 year olds students

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Compulsory GCSE resits do not apply to Apprentices or T Level students who may be enrolled on Functional Skills. Teachers should be allowed to select the most appropriate type of English and maths qualification for a students' onward progression, rather than being mandated by a Condition of Funding

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Locked in transition: What is the offer for Level 1/2 learners?

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Locked in transition: What is the offer for Level 1/2 learners?

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On Wednesday, I'll be participating in the Hot Topic Debtate at the AoC Conference, "Locked in transition: What is the offer for Level 1/2 learners?"
I've put a few links together on a Padlet, and I'd love to hear your thoughts about how we (i.e. the FE sector) ought to be influencing the DfE about "Transition". I have my own views, from working with this cohort, but what would you ask them?

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has recently asked the following

To ask Her Majesty's Government what steps they have taken to determine the content and format of the transition year for learners who are not ready to embark upon a level 3 T Level programme; and when information on this will be shared with the awarding bodies. (25th October)

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T-levels: 8 Nov 2018: Hansard Written Answers - TheyWorkForYou

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TheyWorkForYou is a website which makes it easy to keep track of your local MP's activities.

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Students not ready to start a level 3 programme (10/18)

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Students not ready to start a level 3 programme (10/18)

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T Levels: what they are

T Levels are new 2-year, technical programmes designed with employers to give young people the skills that industry needs. From 2020, they will give students aged 16 to 18 a technical alternative to A levels and will help them to get a skilled job. T Levels will provide a mixture of:

technical knowledge and practical skills specific to their chosen industry or occupation

an industry placement of at least 45 days in their chosen industry or occupation

relevant maths, English and digital skills

common workplace skills

Students who achieve a T Level will get a certificate recognised nationally by employers which will set out what they have achieved as part of the programme.

T Levels will offer students a mixture of classroom or workshop-based learning and 'on-the-job' experience in the following industries:

digital

construction

education and childcare

engineering and manufacturing

health and science

legal, finance and accounting

hair and beauty

agriculture, environment and animal care

business and administration

catering and hospitality

creative and design

Through doing a T Level, students will be able to:

learn broad core knowledge and practical skills relevant to all occupations in their chosen industry from the beginning of their course

develop specialist technical skills relevant to at least one occupation

T Levels: when they will start

T Levels will be phased in starting from the 2020 to 2021 academic year with a small number of providers.

The very first T Level subjects will be taught from September 2020 in more than 50 colleges and other education and training providers, which means children entering year 10 in September 2018 will be the first to be able to study them. A list of the 2020 providers has been published.

The first subjects that can be studied in 2020 will be digital, construction and education and childcare.

In time, T Levels are expected to replace many of the vocational and technical education qualifications currently offered to post-16 technical education students.

How T Levels will work with other post 16 choices

T Levels will become one of 3 main options when a student reaches the age of 16, alongside:

apprenticeships for students who wish to learn a specific occupation 'on the job'

A levels for students who wish to continue academic education

When they complete a T Level, students will be able to choose between moving into:

Department for Education ( DfE) recognises that the current range of technical qualifications is confusing and that some have been more successful than others. T Levels will simplify choices for post-16 technical education for students, parents and providers.

The department will review which qualifications it should fund alongside T Levels and A levels. It also intends to engage with interested parties throughout the design of the review.

Both T Levels and apprenticeships will be based on the same standards for their relevant occupations, approved by Institute for Apprenticeships ( IfA).

The course content for T Levels will reflect that they:

Funding for T Levels

DfE has committed additional funding specifically for T Levels - rising to an extra £500 million per year.

The additional funding recognises that T Levels will give students more learning time than many current technical education options - in some cases an increase of 50%.

On 2 October the Secretary of State for Education, Damian Hinds, announced £38 million capital funding to help ensure that the group of 2020 T Level providers have the equipment and facilities necessary to deliver T Levels from September 2020.

How T Levels are being developed

The first T Levels are being collaboratively developed by DfE, IfA, education providers and employers.

The government has published its response to the consultation on the implementation of T Levels.

The outline content for the first T Levels are being designed by employers with support from DfE and IfA. DfE 's development plans for T Levels are being tested with students, education providers and employers. They will be continually reviewed, refined and retested.

This approach means that, in some cases, final details about how the programme will work will be confirmed later than education providers and employers may be used to. This is to ensure all views are being taken into consideration and acted upon during development - and the resulting qualification is effective and deliverable.

At a later date, technical education functions will transfer to IfA (which, at that time, will change its name to the Institute for Apprenticeships and Technical Education).

A procurement exercise was launched in September 2018 to identify awarding organisations to develop the full content and assessments for the core and occupational specialisms of the first 3 T Levels (for approval by the IfA).

T Level structure

The subject range of T Level programmes will be defined by IfA's occupational maps. The IfA consulted on the occupational maps and has published its response.

Groups of employers define the skills and requirements for T Levels for each industry by participating in 'T Level panels'.

The T Level panels will also develop the outline content for the qualification, based on the same standards as apprenticeships. These standards are approved by the IfA.

Individual education providers will decide how to structure the T Level courses they offer. This will enable them to deliver the programme's mandatory components in the most effective way for students.

Total time is expected to be around 1,800 hours over 2 years (including the industry placement of at least 45 days). This is a significant increase over most current technical education programmes.

T Level programmes

T Level programmes will include 3 mandatory elements:

Core component

The 'core' will be split into 2 parts.

1) One part will develop 'underpinning' technical knowledge and skills relevant to all occupations relevant to the T Level's industry. This will require students to:

2) The other part is an employer-set project which will require students to apply their core knowledge and skills to achieve an employer-set challenge or brief.

Specialism

Industry or occupational specialisms will be based on the same standards as apprenticeships. For T Levels, these skills will be delivered in a 'classroom-based' environment (including, for example, workshops and simulated working environments).

T Level students will therefore aim to achieve 'threshold competence'. This will provide evidence of achievement in work-specific skills that shows they can work in their chosen industry. In some cases, these competences will be expected to be developed fully when in work, with appropriate support and development.

The time taken to reach 'threshold competence' will vary from T Level to T Level, in the same way it does in apprenticeships.

Dependent on the T Level course they select, students may study 1 or 2 occupational specialisms.

T Level industry placements

T Levels must contain a meaningful industry placement with an employer. These will last a minimum of 45 working days, but can last up to 60 working days.

Different ways of carrying out T Level industry placements are being piloted to see which work best for specific industries and providers. For example, the placement could be a continuous block of working days or distributed across the study programme. DfE will confirm how industry placements should be delivered when the pilots have been completed.

Additionally, DfE is funding providers to deliver around 23,000 industry placements during the 2018 to 2019 academic year.

Both these schemes will help to:

DfE has proposed target standards for providers and employers to meet on industry placements. These will be reviewed and confirmed after the pilots have been completed.

Grading T Levels

If students achieve all the required components of a T Level they will get an overall pass grade listed on their T Level certificate. DfE is exploring how higher overall grades could be awarded an overall pass.

Other information, such as for the core component and occupational specialisms will also be listed separately on the certificate.

Students not ready to start a level 3 programme

DfE recognises that not all students who wish to start a T Level will be ready to do so at age 16. The department plans to offer a 'transition' to help students get to the standard required to start a T Level.

Autumn 2018

First industry placements funded by the Industry Placement Capacity and Delivery Fund begin.

The procurement exercise to identify awarding organisations closes.

Spring 2019

Information will be published about how providers can express an interest to deliver T Levels in the academic year 2021 to 2022.

Autumn 2020

First T Level programmes start for specific occupations in 3 industries:

Get involved in T Level delivery: providers

We want to continue to work positively with all providers, particularly to understand more about the type of support providers need to make the introduction of T Levels successful.

Find out more about next steps for providers and how to get involved.

Get email updates when this page is updated.

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T Levels are new 2-year, technical programmes designed with employers to give young people the skills that industry needs. From 2020, they will give students aged 16 to 18 a technical alternative to A levels and will help them to get a skilled job.

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There is still not much detail on the transition year (05/18)

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There is still not much detail on the transition year (05/18)

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The Department for Education has today published its response to its consultation on T-levels.

It sought opinions on the planned implementation of the new post-16 technical qualifications, which the government claims will set a new "gold standard" in training, the first of which will emerge from 2020.

The consultation generated 430 responses, weighing in on numerous sticking points. FE Week has pulled out the nine main findings:
1. Colleges and employers will receive targeted support for work placements, and students will get initial financial help
The 45-day minimum work placement component are an "essential part of T-levels", according to the government.
However, it is aware of concerns over the capacity of some employers and providers to offer industry placements, as well as the availability of placements in rural areas with poor public transport links, travel time and cost.
The DfE has committed to putting in place a "comprehensive programme of support".
This includes "significant funding" through the Capacity and Delivery Fund, and offering an advice and support service for employers, including a "simple referral and matchmaking service" to providers through the National Apprenticeship Service.
The DfE will also provide "additional bursary funding" in the 2018/19 academic year to help students travel to industry placements, and produce a "clear and simple 'how to'" guide for employers and providers.

2. English and maths will be funded in addition to a T-level

Over 80 per cent of respondents want the government to provide additional funded hours for maths and English on top of a student's T-level hours, rather than providing the study from programme hours.
"We therefore intend to fund maths and English for students who have not yet achieved level two in addition to the hours required for the technical elements," the DfE said in response.
"This means that students who already hold the minimum exit requirements will have fewer hours of study in total, but it will mean that we avoid disadvantaging students with lower prior attainment."

3. An overall pass grade will be used, but certificates will include two component grades

"In response to the desire to keep things simple, and make sure the significance of completing the T-level programme overall is properly recognised, we will introduce an overall pass grade," the DfE said.
This pass grade will only be awarded if a student successfully completes the industry placement, attains the technical qualification, and achieves the other specified elements of the T-level programme.
On the T-level certificate, the technical qualification will be given a grade from a six-point scale (A*-E), and occupational specialisms will get a three-point grading scale (distinction, merit, pass).
The DfE said it is exploring how higher overall grades could be awarded above an overall pass, such as merit and distinction.

4. Students are likely to be able to take an A-level alongside their T-level

"In principle, we believe that a student should be able to take an A-level alongside their T-level, particularly if it supports progression outcomes for their chosen T-level," the government said.
Officials are "particularly supportive" of "high-attaining students" who want to take core maths or an A-level in maths alongside their T-level.

5. No legal requirement to pay learners, but employers can if they want

There is "no legal requirement or expectation that T-level students will be paid," the DfE said.
But the department does "recognise that for some employers, any type of unpaid placement would discourage them from taking part in the programme", so they are "able to pay students should they wish to".
The DfE is working with the Department for Work and Pensions to make sure that students, including those and their family who already receive benefits, are not "negatively affected by undertaking an industry placement".

6. Allocating UCAS tariff points to T-levels is being explored

When learners complete a T-level, they will be able to choose between moving into a skilled occupation, higher-level apprenticeships, or higher education.
Consultation respondents suggested that allocating UCAS tariff points to T-levels would support progression into HE, an option which the DfE is now "exploring".

7. There is still not much detail on the transition year

What happens to students not ready to start a T-levels at 16 has been a key issue.
The DfE plans to offer a "transition" to help learners get to the standard required to start a T-level, but its consultation response did not explain how this will work.
"We will do further work throughout 2018 to gather evidence on existing good practice of similar transition programmes, how the offer might meet employer needs, and what the role of the Institute for Apprenticeships might be," is all the department said.

8. DfE is committed to upskilling staff to be ready for T-levels
Respondents to the consultation said the main challenge for providers delivering T-levels will be making sure that staff have "sufficient expertise, as providers will need to upskill current teaching staff and recruit additional skilled staff, especially in STEM subjects".
The DfE will be "working closely with the sector to design and develop a programme of support to help providers and teachers" to prepare for delivery, which includes an investment of "up to £20 million to help make sure teachers are ready to deliver new T-levels".
9. Full roll-out of T-levels delayed until 2023
The government has confirmed the full roll-out of T-levels will not actually take place until 2023.
The initial roll-out will still be in 2020, but in the T-level action plan the DfE proposed introducing another 13 courses in 2021 and the remaining nine in 2022.
A spokesperson confirmed the full delivery would be delayed until 2023 in "direct response to the feedback we received."
A number of respondents to the consultation, including the Confederation of British Industry, "raised concerns about the capacity of the system to respond to this pace of roll-out."

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Nine things we learned from the DfE's T-levels response

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The Department for Education has today published its response to its consultation on T-levels. It sought opinions on the planned implementation of the new post-16 technical qualifications, which the government claims will set a new "gold standard" in training, the first of which will emerge from 2020.

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Could be more or less than a year

Students not ready for T Levels

Level 2 and below or level 1 and below

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"Students who are not yet ready to begin a qualification at level 2 should be offered a tailored study programme that supports them to progress either to education at a higher level, employment, or prepare for adult life."

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A sector-specific approach is needed to make sure the transition period appropriately prepares young people for the new T levels (02/18)

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A sector-specific approach is needed to make sure the transition period appropriately prepares young people for the new T levels (02/18)

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A crucial element to secure the success of T levels will be the proposed transition period - but exactly what it will look like continues to remain a mystery. The Sainsbury panel recognised that not all 16-year-olds will be ready for a level 3 course or employment at 16, so specific provision will need to be designed to support those who leave school with little or no qualifications. For these learners, the transition period will be crucial to ensure that T levels can be accessible to learners from across the attainment spectrum.

Collectively, Collab Group colleges are starting to think about how a transition period can be adapted to best meet the needs of both learners and employers. We believe that this transition period must be integral to the whole programme, and not portrayed in any way as "remedial". Supporting low achieving learners will be vital, yet equally, the transition period could also enable high performing students to transition to a technical curriculum from an academic one.

Ensuring clear progression routes into T levels and making them attainable to all learners will be necessary to widen the uptake and appeal of these new qualifications. Realistically, the portion of learners undertaking T levels, at least initially, is going to be relatively modest. But longer term, the option should remain available to learners from all background, and all attainment levels, to access these programmes.

Lack of detail

Despite the important role that this transition period could play in supporting learners to progress to a T-level course, there is still uncertainty about what this will look like. Some of this detail will hopefully start to emerge once the DfE offers its response to the recent public consultation. Still, we should be thinking now about how learners are best supported to enable progression to T levels and beyond.

Above all, we believe that there needs to be flexibility in how a transition period is constructed. There will not be a "one size fits all" approach. The emphasis will be on colleges working in collaboration with employers to design pathways that prepare learners not just for technical study, but also start to embed some of the core employability skills that will be crucial to inspire achievement in the workplace. Luckily, this is something that is recognised by DfE: as stated in the recent consultation guidance on the implementation of T levels: "[The transition period] will be a flexible programme in content and length, designed by providers to give students the support that they need." And yet, it is still being referred to as a "transition year" but perhaps a "transition period" would be more appropriate? It could be a year, it could be more, or less, it all depends...

While it will be crucial to ensure that there is flexibility in the way that the transition period is constructed, particularly in relation to content and length, these courses should be designed in partnership with employers and providers. There will undoubtedly be many models that a transition period could seek to replicate: a traineeship model, a level 2 apprenticeship in a craft related subject or a generalist model that focuses on embedding core employability and community-based skills. But we think a sector-based model aligned to the 15 broad occupational routes could be one route to success.

A sector-based approach

A broad, sector-based approach to the transition period has the distinct advantage of providing a clear pathway to filter talent into T-level programmes that could respond directly to local skills and employment needs. The programme should incorporate basic English, maths and digital skills and embed basic employability skills.

Collab Group is currently piloting innovative "Bridge into Construction" programme in partnership with Build UK. We believe that it could serve as a useful model which could be adapted to form the basis on a construction focused "transition period." The nine-month further education course is currently being piloted by two colleges with plans to roll out to eight additional colleges in the next academic year. The course will provide a consistent level of training and competence and equip students with the skills they need to progress to a construction apprenticeship. This model gives learners a broad introduction to all aspects of a construction project from pre-construction, construction and post-construction and will allow learners to progress on to further study or an apprenticeship.

Similar transition period pathways could also be built across other sectors, but the intention is to take an approach that gives a broad sectorial overview, which then narrows down into a more specific area of focus while undertaking a T-level programme.

The shape of the transition period will need to be flexible and adequately prepare learners to undertake a T level. A sector-specific approach, aligned to the relevant occupational groups, could be a way to provide learners with a broad overview from which they can specialise, progress and succeed.
Ian Pretty is chief executive of the Collab Group of colleges Want to keep up with the latest education news and opinion? Follow Tes FE News on Twitter, like us on Facebook and follow us on LinkedIn

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'Let's get the T-level transition period right'

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A crucial element to secure the success of T levels will be the proposed transition period - but exactly what it will look like continues to remain a mystery. The Sainsbury panel recognised that not all 16-year-olds will be ready for a level 3 course or employment at 16, so specific provision will need to be designed to support those who leave school with little or no qualifications.

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s part of the wider technical education reforms, we are considering what a transition year will consist of, so that students who are not ready for post-16 education have an opportunity to develop the skills they need to progress either to the technical option (a T level or an apprenticeship), the academic option, a traineeship or other post16 education.

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Effective curriculumpractice at below Level 2 for 16/17 year olds (07/17

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Effective curriculumpractice at below Level 2 for 16/17 year olds (07/17

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The transition year should be flexible and tailored to the student’s prior attainmentand aspirations (04/16)

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The transition year should be flexible and tailored to the student’s prior attainmentand aspirations (04/16)