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Provides feedback on programme principles for reviewing level 3 qualifications, including the need to define “good quality”, add information on programme and provision quality, and better address individual student needs. Addresses technical qualification assessment methods, core employability skills, grading approaches, maintenance of comparable standards, and rules for credit when switching T levels within the same route, with concerns about feasibility and over-complication.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/implementation-of-t-level-programmes-consultation-responses/619038/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/implementation-of-t-level-programmes-consultation-responses/619038.png","ImageObject",300,407,{"name":92,"@type":93},"Patrick","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the respondent say about the principles for reviewing level 3 qualifications?","Question",{"text":112,"@type":113},"They agree but request more detail, especially expanding “good quality” to cover both the learning programme and the assessment. They also suggest adding principles addressing quality of provision and individual student needs or experience.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the respondent view the assessment approach for technical qualifications?",{"text":117,"@type":113},"They consider assessing underpinning knowledge via examinations, employer-set projects, and teacher-assessed tasks appropriate. However, they ask for more information on assessing core employability skills and how the employer-set element would operate, including quality assurance and malpractice risks.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the respondent disagree with the proposed grading and comparability approaches?",{"text":121,"@type":113},"They oppose using two different grading systems in one qualification because it is over-complicated and may confuse users. They also doubt feasibility of maintaining comparable standards in practice, noting that details are needed and that employer involvement may be better handled at a national level rather than within individual awarding organisations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},619038,1792462380,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143,"preview_page_count":4},549758146520,"https://ap-avatar.wpscdn.com/avatar/80002397d8c0411e94?_k=1775819394049821470","Response ID ANON-YRQW-NZ45-4  \nSubmitted to Implementation of T level programmes Submitted on 2018-02-08 19:31:56  \nIntroduction  \n1 What is your name?  \nName:  \nJames Kennelly  \n2 What is your email address?  \nEmail:  \n[jkennelly@aqa.org.uk](jkennelly@aqa.org.uk)  \n3 What is your organisation?  \nOrganisation:  \nAQA  \n4 Would you like us to keep your responses confidential?  \nNo  \nReason for confidentiality:  \nPrinciples of the T level programme  \n5 Do you agree that the principles outlined above are the right ones on which to base a review of level 3 qualifications we should continue to fund in the new system, alongside T levels and A levels?  \nYes  \nIf no, what other principles do you think we should consider? :  \nWe believe more detail is needed. In particular, the phrase ‘good quality’ needs to be expanded to make it clear whether this refers to the learning programme orthe assessment.  \nWe suggest that the principles should be accompanied by further information which addresses the quality of programmes and provision. In addition, further principles should be added that address individual student needs or experience in some way.  \n6 Do you agree that we should review qualifications at level 2 and below based on the principles that these qualifications should support progression into employment or higher level study and have a value in their own right alongside T levels?  \nYes  \nIf no, what other principles do you think we should consider?:  \nWe agree in principle, if ‘have a value in their own right’ is taken in its broadest meaning.  \nThere is an assumption in the document that students who need level 2 qualifications will either have additional support needs of some kind or will simply need a little more time to progress to level 3 qualifications and occupations. Research in various systems/countries, including different systems in place in parts of the UK at different times, shows that the situation is not as straightforward as this. Not all students will progress to level 3, and not all jobs require level 3 qualifications. So it is how level 2 qualifications ‘have a value in their own right’ that is the most important part of this statement. At this level in particular, principles should address the individual needs of the student.  \nThe technical qualification  \n7 Do you agree with the proposed approach to assessing technical qualifications?  \nYes  \nPlease give reasons for your response.:  \nIt is appropriate to assess underpinning knowledge through an examination, practical employer-set projects and other teacher-assessed tasks. However, some more information is needed on the proposed assessment of core employability skills, and how the ‘employer-set’ nature of these would work.  \nWe have some concerns about the core employability proposal which will need a very clear and robust quality assurance process to ensure comparability across projects and providers, as well as potential issues around malpractice risks. There are potentially blurred lines between core theories and specialisms that could lead to difficulties in assigning elements to the correct part of the qualification.  \nAlso, reference is made to the importance of ensuring a breadth of coverage in the core element. Dependent on the detail of intended implementation, the use of a ‘threshold’ to summarise attainment may be incompatible with this aim with a compensatory approach being more appropriate.  \n8 Do you agree with the approach to grading technical qualification components?  \nNo  \nPlease give reasons for your response.:  \nWe assume that the two different grading systems are proposed because the qualification sits between general and occupational qualifications, and therefore using the grading system of each will help to link in each direction. However, using two different grading systems in one qualification is over-complicated and will confuse qualification users.  \nWe propose an over-arching grade for the qualification similar to the Baccalaureate gr","cbCaibgs2wv6s3nc","https://ap.wps.com/l/cbCaibgs2wv6s3nc","pdf",26579,"English","# Introduction\n## Respondent details\n## Principles of the T level programme\n## The technical qualification\n## Work placements","[{\"question\":\"What does the respondent say about the principles for reviewing level 3 qualifications?\",\"answer\":\"They agree but request more detail, especially expanding “good quality” to cover both the learning programme and the assessment. They also suggest adding principles addressing quality of provision and individual student needs or experience.\"},{\"question\":\"How does the respondent view the assessment approach for technical qualifications?\",\"answer\":\"They consider assessing underpinning knowledge via examinations, employer-set projects, and teacher-assessed tasks appropriate. However, they ask for more information on assessing core employability skills and how the employer-set element would operate, including quality assurance and malpractice risks.\"},{\"question\":\"Why does the respondent disagree with the proposed grading and comparability approaches?\",\"answer\":\"They oppose using two different grading systems in one qualification because it is over-complicated and may confuse users. They also doubt feasibility of maintaining comparable standards in practice, noting that details are needed and that employer involvement may be better handled at a national level rather than within individual awarding organisations.\"}]","Implementation of T level programmes - Consultation Responses | PDF",15]