3C1 16 to 19 Study Programmes Guidance 2021

16 to 19 study programmes: guidance (2021 to 2022 academic year) - G... https://www.gov.uk/government/publications/16-to-19-study-programme...
GOV.UK
1. Home (https://www.gov.uk/)
2. Education, training and skills (https://www.gov.uk/education)
3. Further and higher education, skills and vocational training (https://www.gov.uk/education/further-
and-higher-education-skills-and-vocational-training)
4. Apprenticeships, traineeships and internships (https://www.gov.uk/education/apprenticeships-
traineeships-and-internships)
5. 16 to 19 study programmes: guide for providers (https://www.gov.uk/government/publications/16-
to-19-study-programmes-guide-for-providers)
Education & Skills

Funding Agency (https://www.gov.uk/government/organisations/education-and-skills-funding-agency)
Guidance
16 to 19 study programmes: guidance (2021 to

2022 academic year)
Updated 13 July 2021
Contents
Summary
Section 1: Study programmes
Section 2: broad programme characteristics
Section 3: delivering study programmes
Section 4: Funding and accountability
Further information
Annex A: examples of study programmes
Annex B: study programmes below level 2 - principles
Print this page
1 of 25 21/09/2021, 12:46
© Crown copyright 2021
This publication is licensed under the terms of the Open Government Licence v3.0 except where
otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence
/version/3 (https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3) or write to the
Information Policy Team, The National Archives, Kew, London TW9 4DU, or email:
psi@nationalarchives.gov.uk.
Where we have identified any third party copyright information you will need to obtain permission from
the copyright holders concerned.
This publication is available at https://www.gov.uk/government/publications/16-to-19-study-

programmes-guide-for-providers/16-to-19-study-programmes-guidance-2021-to-2022-academic-year
2 of 25 21/09/2021, 12:46
Summary
This publication provides non-statutory guidance from the Education and Skills Funding Agency
(ESFA). It was produced to help recipients understand their obligations and duties in relation to the
provision of 16 to 19 study programmes in their institution. Further information on funding
(https://www.gov.uk/guidance/16-to-19-education-funding-guidance) is available on GOV.UK.
Expiry or review date
This advice has been reviewed annually, and this version updates the guidance published in 2020.
Who is this advice for?
This guidance is for everyone involved in the planning or delivery of 16 to 19 study programmes –
including traineeships and supported internships – such as senior leadership teams, curriculum
planners and coordinators, teachers and trainers.
16 to 19 study programmes are also relevant to 19 to 24 year olds with an education, health and care
(EHC) plan.
Key points
All students funded through the 16 to 19 funding methodology must be enrolled on a study
programme, or T Level programme, which typically combines qualifications and other activities,
and is tailored to each student’s prior attainment and career goals.
All study programmes must have a core aim[footnote 1]. This will be tailored to the needs of the
individual and typically include a substantial qualification (academic or technical) or preparation
for employment. A new core aim for the T Level Transition Programme was introduced in 2020.
All study programmes should include work experience and non-qualification activities, which
complement the other elements of the programme and support the student to progress to further
or higher education (HE) or to employment.
The unprecedented impact of coronavirus (COVID-19) has meant that it may be difficult for some
providers to continue to organise and deliver work placements within traineeships. The reduction
to a minimum of 70 hours (from 100) for traineeship work experience placements will remain in
place as a flexibility until July 2022 when it will be reviewed. More detailed information on the
impact of coronavirus on work experience (https://www.gov.uk/government/publications/coronavirus-
covid-19-maintaining-further-education-provision/maintaining-education-and-skills-training-provision-further-
education-providers#traineeship) is available on GOV.UK.
Where the core aim of a student’s supported internship has not been met due to the impact of
coronavirus (COVID-19), students will be able to complete their internship in the next academic
year.
Study programmes are flexible programmes built around the needs of individual students. T
Levels are different because their components are tailored to the occupational requirements of
3 of 25 21/09/2021, 12:46
each T Level, such that they support entry to employment or to further related study. T Levels
are therefore not covered by this guidance[footnote 2].
Section 1: Study programmes

Professor Alison Wolf, in her review of vocational education (2011) (https://www.gov.uk/government
/publications/review-of-vocational-education-the-wolf-report), recommended that the department introduce
study programmes to offer students breadth and depth, without limiting their options for future study
or work. Professor Wolf also recommended that all young people should be able to gain real
experience and knowledge of the workplace, in order to enhance their employability skills. Study
programmes were introduced in September 2013.
The Sainsbury Review (https://www.gov.uk/government/publications/post-16-skills-plan-and-independent-

report-on-technical-education), published in 2016, set out an ambitious vision for technical education for
young people and adults. Its recommendations were accepted in full by the government in the
Post-16 Skills Plan (https://www.gov.uk/government/publications/post-16-skills-plan-and-independent-report-
on-technical-education) and further details of the reforms to 16 to 19 technical education were published
in the government’s consultation on the implementation of T Level programmes (https://www.gov.uk
/government/consultations/implementation-of-t-level-programmes). T Levels were introduced from
September 2020 onwards, along with the phased implementation of the T Level Transition
Programme. Alongside this, the government is carrying out a review of post-16 qualifications at level
3 and below (https://www.gov.uk/government/consultations/review-of-post-16-qualifications-at-level-3-and-
below-in-england). This will ensure that all funded qualifications are good quality.
We will continue to update the study programme guidance in line with these reforms. We also
welcome your feedback on how to make this guidance more useful – please email us with your
comments and suggestions at Post16.Level3AndBelowReview@education.gov.uk.
Study programme principles
All 16 to 19 study programmes should be designed to provide students with a structured and
challenging learning programme that supports their development and progression in line with their
career plans. Study programmes should be individually tailored but will typically combine the
elements below:
1. substantial qualifications that stretch students and prepare them for education at the next level or
for employment, although this is not a requirement for the T Level Transition Programme
2. English and maths where students have not yet achieved a GCSE grade 4
3. work experience to give students the opportunity to develop their career choices and to apply
their skills in real working conditions
4. other non-qualification activity to develop students’ character, broader skills, attitudes and
confidence, and to support progression.
Section 2 sets out broad programme characteristics for students taking different qualification
pathways. Section 3 offers further guidance on the principles above. The ‘further information’ section
offers hyperlinks to research, case studies and other information that providers can draw on. All links
were correct at the time of publication.
4 of 25 21/09/2021, 12:46
Core aim of a study programme
Every study programme must have a core aim so that it can be recorded in the Individualised Learner
Record (ILR) (https://www.gov.uk/government/collections/individualised-learner-record-ilr) or school census.
This is the principal activity or core purpose of a student’s programme and it will usually be the
component that has the largest number of planned hours. The core aim for most students will be
either:
1. one or more substantial academic, applied or technical qualification which prepare the student
for further education or employment, or
2. a substantial work placement to prepare the student for an apprenticeship or other employment.
There is a separate core aim for T Level Transition Programme students, which reflects the T Level
route that they’re preparing for.
The core aim must be agreed between the student and the education provider. It will generally remain
unchanged during the year, although exceptions may be made where, for example, a student:
finds they have made the wrong programme choice and transfers to an alternative programme,
or
transfers to a traineeship after an initial period of vocational training or employability support.
The remainder of the study programme should complement the core aim.
Planned hours
Each study programme will consist of a number of planned hours (meaning hours that have been
timetabled and are supervised by the provider). Providers must ensure that the number of hours are
realistic and deliverable.
Study programmes are designed to be full-time with a minimum of 540 planned hours per academic
year (as per our funding guidance, we expect full-time study programmes for 16 and 17 year olds to
be on average 600 hours). This allows sufficient time to deliver the principles above. Part-time study
programmes may be agreed where, for example, a student:
combines part-time education with full-time employment

has a health issue that prevents them from being in education for more than a few hours a week,
or
needs a specific small qualification or period of work experience to progress to further education
or employment.
Any study programme of 150 hours or more must include English and maths where appropriate, work
experience and other non-qualification activity. It is expected that programmes of less than 150 hours
will also include these elements, although providers may make exceptions. Work experience, for
example, may not be relevant to a student who is combining education with full-time employment.
Annex A sets out examples of study programmes.
5 of 25 21/09/2021, 12:46
Students with special educational needs and/or disabilities
Most young people with special educational needs and/or disabilities (SEND) are capable of
sustained employment with the right preparation and support. All professionals working with them
should share that presumption. As such, the study programme principles apply equally to students
with SEND. The SEND Code of Practice (https://www.gov.uk/government/publications/send-code-of-
practice-0-to-25) sets out the general responsibilities of post-16 providers for young people with SEND,
both with and without an education, health and care (EHC) plan.
It is important that students with SEND are given the support they need to access their study
programme. Providers should take particular care to tailor study programmes to the individual
aspirations and needs of students with SEND, in discussion with the student. Where students have
an EHC plan, providers should also involve the local authority SEN team where appropriate. While
some students with SEND should be on study programmes focused on helping them achieve
stretching qualifications, others will gain more benefit from a traineeship, supported internship or
other study programme that helps them prepare for employment and adult life.
Students with SEND may face more barriers to gaining employment than their peers. Work
experience may therefore be a particularly important element of their study programme to build their
skills and confidence.
Providers should consider carefully how the work experience element of their study programme could
enable them to develop and demonstrate the skills that will help them gain employment. They should
also consider what additional support a student with SEND may need before, during and after the
work experience, to fully benefit from it. Providers may find it helpful to see the short guide on work
experience (https://www.preparingforadulthood.org.uk/downloads/employment/work-experience-guidance.htm)
on the Preparing for Adulthood website.
An Access to Work (AtW) grant can be used to fund a job coach to provide additional, personalised
support for the work-based element of a supported internship or traineeship. Providers should
communicate the existence of AtW to employers when they are setting up a supported internship or
traineeship, or where they are supporting a student with SEND. The Preparing for Adulthood website
(http://preparingforadulthood.org.uk/what-we-do/supported-internships/access-to-work-fund) offers further
guidance on AtW.
When finding work placements for students with SEND, providers may find it helpful to refer to
Disability Confident accreditation. Disability Confident encourages employers to take action to
improve how they recruit, retain and develop employees with a disability. A Disability Confident
business will often display a badge on their website and company literature. Further information is
available on the Disability Confident website (https://disabilityconfident.campaign.gov.uk/).
Exceptionally, for students with severe and/or complex needs, a study programme to develop
independent living skills may be appropriate. This would only apply to students for whom either
substantial qualifications or preparation for employment are not, at this stage in their lives, a suitable
option. The student’s EHC plan should confirm that independent living is their primary aim.
Section 2: broad programme characteristics

Students for whom a technical or applied qualification is the most appropriate route to their career
goal are expected to study at least one substantial qualification. This should be of sufficient size and
6 of 25 21/09/2021, 12:46
relevance to provide a route into a trade, profession or other form of employment, or access to
education at the next level.
The guidance below relates to the qualifications currently approved for funding. The Department is
currently reviewing post-16 qualifications at level 3 and below, other than A Levels, T Levels, GCSEs
and Functional Skills qualifications. This will create a simpler system where every qualification has a
clear purpose and meets rigorous quality criteria. The Department will say more about the
implications of these changes for future 16-19 study programmes as the review progresses and
further information about the changes is published.
There are currently three groups of technical and applied qualifications for 16- to 19-year-olds that are
approved by the Department for Education (DfE) for inclusion in performance tables[footnote 3]. To be
included in performance tables these qualifications must meet particular requirements in terms of
their content, assessment and (for technical qualifications) employer involvement, as set out in the
published technical guidance[footnote 4]. The three qualification groups are:
1. Applied General qualifications are level 3 qualifications that allow students to develop
transferable knowledge and skills. They are for post-16 students who want to continue their
education through applied learning and fulfil entry requirements for a range of HE courses –
either by meeting the entry requirements in their own right or being accepted alongside and
adding value to other qualifications at level 3 such as A levels.
2. Tech Level qualifications – level 3 technical qualifications on a par with A levels that are
recognised by employers. They are for post-16 students wishing to specialise in a specific
industry, occupation or technical role. They equip a student with specialist knowledge and skills,
enabling entry to an apprenticeship or other employment, or progression to a related higher
education course. In some cases, these qualifications provide a “licence to practice” or
exemption from professional exams [footnote 4].
3. Technical Certificates – level 2 qualifications for post-16 students wishing to specialise in a
specific industry, occupation or technical role where employers recognise entry at level 2.
Technical Certificates also provide access to Tech Levels or an apprenticeship. In some cases, a
Technical Certificate can provide a “licence to practice” or exemption from professional
examinations.
The list of qualifications approved for inclusion in the Department’s schools and college performance
tables (https://www.gov.uk/government/publications/16-to-19-qualifications-discount-codes-and-point-scores) is
reviewed annually. Other qualifications may be taught, providing they are on ESFA’s list of approved
qualifications for 14 to 19 year olds (https://section96.education.gov.uk/) but may not be reported in the
performance tables.
A level courses
A level students are expected to follow a minimum of three A levels, or equivalent, which count as
substantial qualifications. A level study programmes should also include non-qualification activity
such as tutorials, work experience, personal or study skills, and support students to progress to
employment or HE.
7 of 25 21/09/2021, 12:46
T Level Transition Programme
The T Level Transition Programme is a new type of 16 to 19 study programme, specifically designed
to develop the skills, experience, knowledge and behaviours to support progression onto, and
succeed on, a T Level. It is targeted at students who are not ready to start a T Level but have the
potential to progress onto one following a tailored preparation programme. We expect the T Level
Transition Programme to be a full-time study programme lasting up to a standard academic year in
most cases.
The Transition Programme consists of five core components that are nationally set, to provide a
broad foundation for T Levels, whilst allowing providers the flexibility to put together the most
appropriate and effective programmes to meet the needs of their own students:
diagnostic and guidance period to determine students’ learning and support needs and tasters to
help them decide which T Level route to prepare for
English and maths for students without GCSE grade 4 in these subjects
work experience and work preparation to prepare for T Level industry placements
introductory technical skills relevant to a student’s chosen T Level route, which can be delivered
using a qualification or non-qualification-based approach
pastoral support and personal development to address their wider needs.
The programme also includes a new core aim, which reflects the T Level route that students are
preparing for.
The phased implementation of the Transition Programme started in September 2020 and is being
delivered by T Level providers from the 2020 cohort.
For further information and expectations for how this programme should be delivered, see the
Transition Programme Framework for Delivery (https://www.gov.uk/government/publications/t-level-
transition-programme-framework-for-delivery-2020-to-2021).
Students who are not yet ready for level 2 qualifications
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 to education at a higher level, employment, or prepare for
adult life.
Young people whose aim is an apprenticeship or other employment, and who are capable of
achieving this within six months, may be offered a traineeship. Those likely to need longer may also
be offered a traineeship because their maximum duration has been extended to twelve months in
response to the impact of coronavirus (COVID-19). For any young people on Universal Credit or
Jobseeker’s Allowance however, work-placements can be between 70 and 240 hours (or extended up
to 420 hours if an offer of an apprenticeship place is accepted).
Qualifications at level 1 and below
Progression rates from programmes below level 2 vary widely, depending on what and where young
people study.
8 of 25 21/09/2021, 12:46
Research into effective practice identified a number of factors that combine to make an effective
programme. These were used to develop a number of ‘principles’ set out in Annex B. Providers
delivering qualifications at entry and level 1 are encouraged to follow these principles, and to make
use of the effective practice and cases studies (https://www.gov.uk/government/publications/supporting-
entry-and-level-1-students-in-post-16-institutions) available on GOV.UK.
As part of its Post-16 Qualifications Review, the department will be setting out proposals on reforming
level 2 and below study and qualifications later in 2021.
Most young people who study at entry and level 1 attract additional funding through the disadvantage
element of the 16 to 19 national funding formula. Providers are expected to use this funding to
provide additional teaching and support for these students, including SEND support for those who
need it.
Research has also shown the importance of taking account of local and demographic factors when
choosing which programmes to offer at entry and level 1. Many providers review their provision each
year to check that students are completing their qualifications and progressing to further education or
employment. All providers are encouraged to do this, working with local enterprise partnerships
(LEPs), local authorities and employer organisations where appropriate.
Links to the research above are listed in the further information section of this guidance.
Traineeships
Traineeships are study programmes for young people with qualifications up to and including level 3
and help prepare them for an apprenticeship, other sustainable employment where training is ‘on the
job’ or further learning. Traineeships should last for a minimum of six weeks and a maximum of twelve
months.
The core aim of a traineeship is a high-quality work placement with an employer of between 70 and
240 hours, which can be undertaken as multiple shorter placements in different organisations. This
would need careful planning to ensure it adds up to the high-quality work experience we expect for all
learners. Longer placements may be necessary to prepare learners for work, but these would need to
be based on clearly identified learner needs.
Providers and employers can bring work preparation training, and English, maths and digital where
required, together in the best way to engage and support individual learners. This should be
integrated with other support and training, such as mentoring, careers guidance, job search support
and sector-focused vocational learning that prepares the learner for occupational standards within
apprenticeships. The Institute for Apprenticeships and Technical Education has the responsibility for
approving and publishing these standards (s.ZA11 of the Apprenticeships, Skills, Children and
Learning Act 2009). This preparatory learning does not replace the 20% off the job training required
when a learner starts an apprenticeship.
We want traineeships to support as many young people as possible into apprenticeships and
sustainable employment. Funding has been made available for providers to start or expand
traineeship programmes. Providers should ensure opportunities are responsive and available in
occupations where there is local employer demand, in the post-COVID labour market.
Further information can be found in Traineeships: framework for delivery (https://www.gov.uk/government

/publications/supporting-young-people-to-develop-the-skills-for-apprenticeships-and-sustainable-employment-
9 of 25 21/09/2021, 12:46
framework-for-delivery).
Supported internships
Supported internships offer young people with an EHC plan an opportunity to develop the skills,
experience and confidence they need for employment, through work-based learning, with the support
of a trained job coach. The core aim of a supported internship is a substantial work placement.
Alongside their time with the employer, supported interns complete a personalised study programme
that includes English and maths, and the chance to study for relevant qualifications, where
appropriate[footnote 5]. Internships normally last for a year and include unpaid work placements of at
least six months. The aim is to support the young person to paid employment at the end of the
programme.
DfE has published guidance on providing supported internships for young people with an EHC plan
(https://www.gov.uk/government/publications/supported-internships-for-young-people-with-learning-difficulties).
Where the core aim of a student’s supported internship has not been met in 2020/21 academic year
due to the impact of coronavirus (COVID-19), students will be able to complete their internship in the
next academic year. Details of Supported Internships returners (https://www.gov.uk/government
/publications/coronavirus-covid-19-maintaining-further-education-provision/further-education-covid-19-
operational-guidance#supported-internships) and funding arrangements (https://www.gov.uk/government
/publications/coronavirus-covid-19-maintaining-further-education-provision/maintaining-education-and-skills-
training-provision-further-education-providers#supported-internships) are available on GOV.UK.
Section 3: delivering study programmes
Mode of delivery
During the coronavirus pandemic FE providers have made extensive use of remote and online
learning to maintain delivery, and in doing so have significantly increased their capability to deliver
online and utilise education technology and digital resources to support delivery. As a result, many
providers are now considering how they might make greater use of digital in the design and delivery
of their curriculum.
The following guidelines aim to support providers in these decisions.
While FE providers have been highly successful in delivering remote education during the pandemic,
we know that remote or online education is not a full replacement for on-site education. Remote and
online education, however well delivered, cannot replicate the building of relationships between
students and teachers nor the close supervision and hands-on training vital to developing vocational
competence. We strongly expect on-site education to be the norm for the large majority of the 16 to
19 curriculum. However, we also recognise that remote or online learning can add value for some
students and courses where it is underpinned by a clear educational rationale and forms part of a
clear strategy. Where remote or online delivery has been identified as a way of enhancing the quality
of provision, it may be used in the delivery of 16 to 19 study programmes. In such cases providers
should be able to set out a clear pedagogical rationale for the chosen delivery method.
In all circumstances quality should be the key criteria for determining use of remote and online
learning. Remote or online delivery should not replace face-to-face provision where the drivers for its
10 of 25 21/09/2021, 12:46
deployment are primarily non-educational in nature for example, cost savings or administrative
efficiency.
The criteria for judging quality and sufficiency of provision as set out in the Ofsted Education
Inspection Framework and FE and Skills Handbook, apply to all ESFA funded provision regardless of
mode of delivery.
Providers should take account of findings from Ofsted[footnote 6] concerning the suitability and
effectiveness of remote and online provision for FE students including:
students tend to prefer ‘live’ online lessons because they enable interaction with teachers and
peers
the fundamental principles of high quality course design and teaching apply regardless of
delivery mode
checking students are fully engaged and progressing in their remote or online learning is
particularly important given the distance between teacher and learner
students with high needs, those who speak English as an additional language and students on
courses at level 2 and below are least likely to benefit from remote and online learning
scope to incorporate online learning into study programmes with a high proportion of practical
skills development tends to be limited (particularly delivery requiring specialist equipment and
hands on supervision)
the need to guard against curriculum sequencing being disrupted by the use of remote and
online delivery, for example, avoid courses being separated out so that theoretical content is
delivered online and practical content is delivered face-to-face, as a lack of integration between
theoretical and practical elements is highly likely to negatively impact learning.
To ensure students are fully engaged and supported with their learning, it is expected that the
significant majority of planned hours of all 16 to 19 study programmes (and the constituent elements
that make up a study programme, for example, substantive qualifications or English and maths) are
delivered face-to-face, with students attending on-site every week during term time.
Providers should not assume that all students can successfully study remotely and online. It is the
responsibility of providers that decide to use online learning as part of their delivery of 16 to 19 study
programmes that every student has access to a learning environment, device and connectivity
suitable for learning online or remotely.
Where providers opt to use remote and online delivery, they must ensure that practitioners have
access to relevant training, support and guidance to effectively teach remotely and online.
In making decisions concerning the use of remote and online delivery, providers should also be
considerate of the wider socioeconomic and well-being implications of remote and online learning, for
example parents and students may have legitimate reservations regarding the appropriateness of
spending significant amounts of time studying from home (unless this is required through national or
local restrictions to limit the spread of COVID-19).
English and maths
11 of 25 21/09/2021, 12:46
All students aged 16 to 19 studying 150 hours or more, who do not hold at least a GCSE grade 4, are
required to study English and maths as part of their study programme in each academic year. This
requirement is a condition of funding (https://www.gov.uk/guidance/16-to-19-funding-maths-and-english-
condition-of-funding).
The condition of funding is focused on the continuing study of English and maths as securing these
basic skills will support a student to secure a job, an apprenticeship or go on to further education. All
full-time 16 to 19 year old students starting a new study programme, with a GCSE grade 3 in English
and/or maths, must continue to study towards a GCSE. This element of the requirement does not
apply to students on part-time traineeships. Students on part-time traineeships can study towards a
GCSE, Functional Skills or a valid stepping stone qualification, irrespective of prior attainment.
Students with prior attainment of GCSE grade 2 or below can study towards level 2 Functional Skills
or GCSE grade 9 to 4. Once students have achieved either of these, there is no requirement to
undertake further English and maths qualifications to meet the condition of funding. This allows
providers to support students with prior attainment of GCSE grade 2 and below to make an informed
choice about which level 2 qualification is most appropriate for them.
Most young people starting a new study programme will be capable of studying English and maths
qualifications such as Functional Skills or GCSEs. However, there are a small number of students
who are not able to do so, for example those with multiple and complex learning needs. These
students can be exempt from studying standalone English and maths qualifications, but appropriate
literacy and numeracy should still be included within their study programme. Students with overseas
qualifications that are established as equivalent to GCSE grade 4 or higher, are also exempt from the
condition of funding.
The condition of funding is designed to give 16 to 19 providers flexibility to tailor a study programme,
so that each student is enabled to improve in English and maths to the best of their ability and study
an appropriate qualification. For example, providers are free to determine:
how best to teach English and maths, and the extent to which teaching and learning are
embedded and/or reinforced through technical tuition.
the appropriate course duration.
when to enter students for exams. For example, in the case of GCSEs, a student could take an
intensive course ahead of a November retake or a longer one or two year course.
Level 3 mathematics qualifications
Sir Adrian Smith’s review of post-16 mathematics (https://www.gov.uk/government/publications/smith-

review-of-post-16-maths-report-and-government-response) confirmed the strong case for raising
participation in post-16 mathematics qualifications. Mathematical and quantitative skills are important
for students’ future study and career prospects. Higher levels of achievement in mathematics are
associated with higher earnings for individuals, and many employers are looking for applicants with
advanced mathematical and quantitative skills.
To improve the life chances of students, we would like to see providers offering a range of level 3
mathematics qualifications, and more students participating post-16. The advanced mathematics
premium (https://www.gov.uk/guidance/16-to-19-funding-advanced-maths-premium) will help education
providers to increase the number of students studying level 3 mathematics qualifications. As well as
12 of 25 21/09/2021, 12:46
reformed AS and A levels in mathematics, statistics and further mathematics, we also have ‘core
mathematics’ qualifications at level 3. The focus of core mathematics qualifications is on problem
solving, reasoning and the practical application of mathematics and statistics. These qualifications
have been designed with the help of employers and universities to suit students at a grade 4 or above
in GCSE mathematics, and to provide them with the quantitative skills now needed in a wide range of
jobs.
Work experience
Work experience is a key component of 16 to 19 study programmes. The term work experience refers
to all forms of work-related activity including work tasters, running a student enterprise, participation
in social action, volunteering or a work placement taken with an external employer. It aims to give
young people the opportunity to develop their career choices, get a first taste of work, and develop
those critical employability skills needed for real working conditions. All students are expected to
undertake work experience or work-related training as part of their study programme, and for some
students it can be the core aim of the study programme.
Activities must be planned to take account of the student’s needs and future plans. As such, the
purpose and nature of work experience is likely to be different for a student who plans to apply for HE
when compared with a student who is preparing for employment. This approach is consistent with the
Gatsby Benchmarks for good careers guidance, which are set out in Careers guidance: Guidance for
further education colleges and sixth form colleges (https://www.gov.uk/government/publications/careers-
guidance-for-colleges--2). Gatsby has also published an ‘at a glance’ guide for colleges
(http://www.gatsby.org.uk/uploads/education/final-0099-gcg-college-booklet-a5-4pp-rgb-aw1.pdf).
The time spent by students on work experience is funded at the same level as qualifications taught in
the classroom. This offers schools and providers the flexibility to assign staff to engage employers
and secure high-quality work experience opportunities for their students.
Planned hours should normally be delivered within the provider’s normal working pattern. Work
placements may include evening, weekend and college holiday hours where that would give students
a more realistic experience. The provider must have scheduled and agreed the hours in advance of
the activity and the hours must be reasonable for a student of that age. Issues such as late-night
transport should also be addressed and the student should know who to contact if a problem
emerges while the college is closed.
More detailed information on the funding requirements of work experience (https://www.gov.uk/guidance

/16-to-19-funding-study-programmes-work-experience), as part of a study programme, is available on
GOV.UK.
The unprecedented impact of coronavirus (COVID-19) has meant that it may currently be difficult for
providers to continue to organise and deliver work placements within traineeships. Therefore, we
have relaxed the required work placement duration. More detailed information on the impact of
coronavirus on work experience (https://www.gov.uk/government/publications/coronavirus-covid-19-
maintaining-further-education-provision/maintaining-education-and-skills-training-provision-further-education-
providers#traineeship-flexibilities), is available on GOV.UK.
While work experience, which may include training in a simulated work environment or social action,
can help students develop ‘softer’ skills, providers are expected to offer, wherever possible, a work
placement with an external employer.
13 of 25 21/09/2021, 12:46
Work placements are often an integral part of students’ qualification hours and will be undertaken in a
workplace that is relevant to their course, to build on their employability skills in a practical setting.
Work placements can also form a part of the students’ non-qualification hours and can be related to
the course they are studying towards and/or help them gain experience to progress onto their chosen
career path.
The requirement for providers to arrange work placements with an external employer enables
students to experience the real demands of the working environment, independent from their peers
and their tutors, and put into practice the transferable and sector-specific skills they have learned.
Students can often obtain employer references for their performance that provides evidence for their
CV, or the offer of a job on completion of their course.
Common principles of a high-quality work placement are that it:
Is purposeful, offers challenge and is relevant to the young person’s study programme and
career aspirations.
Allows the student to apply the technical and practical skills learned in the classroom/workshop.
Is managed under the direction of a supervisor to ensure the young person obtains a genuine
learning experience suited to their needs.
Has a structured plan for the duration of the placement which provides tangible outcomes for the
student and employer.
Has clear roles, responsibilities and expectations for the student and employer.
Is followed by some form of reference or feedback from the employer based on the young
person’s performance.
Integrating work placements into study programmes
There is no single ‘correct’ way of planning work experience and work placements – this will depend
on the employers’ capacity and could vary considerably by sector. Employers are more likely to
respond favourably to providers that are willing to be flexible and work with them to organise work
placements to suit their requirements. For example, work placements could follow a pattern of once a
week for the duration of the term, longer block placements, or a rotation of shorter placements at
different employers, so that students can experience different aspects of a sector.
Work placements within a traineeship should be between 70 and 240 hours, whilst the placement for
a student on a supported internship should be at least six months. Students who have a work
placement as the core aim of their study programme must spend a large proportion of their time with
an external employer to ensure they develop the employability skills, attitudes and behaviours that
are expected in the workplace, so they can progress successfully into paid employment.
The length of work placements for other study programmes will vary according to course type and
employer preferences. Providers’ assessment of students’ abilities, prior attainment, career goals and
work readiness should also determine the level and nature of work experience needed to prepare for
progression to employment.
In all instances, education providers should agree with both the student and employer:
the education and training goals of the placement
14 of 25 21/09/2021, 12:46
reasonable expectations on student conduct, and

the role of the employer in providing supervision and training.
This agreement can take the form of a short note or email from the education institution to the student
and the employer. This is in line with good practice in the provision of work experience as part of a 16
to 19 study programme and to meet ESFA audit requirements for the provision of work experience.
In setting up work placements, providers must consider, in discussion with the student and the
employer, whether a young person with SEND needs more support in the workplace than their peers
if they are to benefit from the experience.
DfE have published research into work experience and related activities in schools and colleges
(https://www.gov.uk/government/publications/work-experience-and-related-activities-in-schools-and-colleges),
which includes good practice in providing effective work placements.
Due to the impact of COVID-19, provider engagement with employers and their ability to offer
students placements is likely to be restricted. Providers should work with local employers and plan
work placement opportunities appropriately where it is safe to do so, and prioritise students where
work experience is their core aim and for those that would benefit most from spending time
developing their employability skills in a physical workplace.
Youth social action
Providers are encouraged to incorporate youth social action into study programmes alongside other
work experience. Youth social action involves young people taking practical action in the service of
others to create positive change.
In a work experience context, social action can take the form of young people improving their work-
related skills and behaviours to have a positive community impact. Evidence shows[footnote 7] that
young people who participate in social action show robust improvements in the skills and behaviours
that employers are calling for, including resilience, problem solving and sense of community. Young
people participating in social action have stronger personal networks, higher life-satisfaction and
reduced anxiety.
Common principles of a high-quality youth social action are that it is:
youth-led – led, owned and shaped by young people’s needs, ideas and decision making
socially impactful – have clear and intended benefits to a community, cause or social problem
challenging – stretching and ambitious as well as enjoyable and enabling
Embedded – accessible to all, and well-integrated to existing pathways to become a habit for life
progressive – sustained and providing links to other activities and opportunities
reflective – recognising contributions as well as valuing critical reflection and learning.
Activities can include volunteering, campaigning, fundraising, mentoring – in which the activity has a
‘double benefit’, to both the young people participating and the community they are serving.
National Minimum Wage
15 of 25 21/09/2021, 12:46
Young people undertaking work experience or a work placement are not in employment and are
therefore not entitled to the National Minimum Wage. We encourage, but do not require, employers to
meet students’ expenses such as travel or meal costs.
Providers may also make financial support from the 16 to 19 bursary fund available to students if the
cost of attending work experience would be a barrier to their participation.
Health and safety
The employer has the primary responsibility for the health and safety of students whilst on work
experience or a placement. While education or training providers must satisfy themselves that an
employer has assessed the associated risks to workers under 18 on their premises and has suitable
and sufficient risk management arrangements in place, checks must be kept in proportion with the
risk environment. For low risk environments, assurance can be gained through a conversation with
the employer. A physical inspection by education providers, or requiring the employer to complete
lengthy forms, is not necessary.
The Health and Safety Executive has published guidance for work experience placements
(http://www.hse.gov.uk/youngpeople/workexperience/) and providers should refer to this when making
arrangements.
Employers’ Liability Compulsory Insurance
The insurance industry has agreed that students on work experience placements should be treated
as employees for the purposes of insurance.
An employer, or voluntary sector organisation, that has Employers’ Liability Compulsory Insurance
cover already, does not need to buy additional cover.
If the voluntary organisation only has Public Liability Insurance, they will need to obtain temporary
Employer Liability Compulsory Insurance for the duration of the placement.
The Association of British Insurers has published guidance for employers (https://www.abi.org.uk
/products-and-issues/choosing-the-right-insurance/business-insurance/liability-insurance/employers-liability-
insurance/work-experience-students/) planning to take on work experience students.
Disclosure and Barring Service
Providers are no longer required to carry out enhanced Disclosure and Barring Service (DBS) checks
on employers/staff supervising young people aged 16 to 17 on work experience.
Young people intending to undertake work experience in the healthcare and education sectors will
need to have an enhanced DBS check before starting on their placement. Providers will need to
factor in these costs to the total programme cost and also plan for the time it takes to complete an
application (which could be up to 4 weeks).
Other non-qualification activity
All students are expected to take part in other meaningful non-qualification activity alongside work
experience. This should take account of their needs and career plans, as well as preparation for adult
16 of 25 21/09/2021, 12:46
life more generally. For example:
activities to develop confidence, character and resilience

group work to develop team working, communications skills, leadership and problem solving –
skills that employers often say are lacking in school and college leavers
tutorials and seminars (including careers education)
life skills, such as: the ability to travel independently, how to cook and eat healthily, stay safe,
personal finance, or preparation for adult or university life.
Such activities should also help students to build experience for their CV and/or personal statement.
External programmes, such as the National Citizen Service, can be delivered alongside study
programmes to offer students additional opportunities to develop their character, skills, attitudes and
confidence, and to support progression.
September Guarantee
The ‘September Guarantee’ aims to ensure that all young people, regardless of what they achieved in
school, understand the opportunities that will help them progress, and ensure they receive the advice
and support they need to find a suitable place. This can include a traineeship, an apprenticeship,
T-Level, Supported Internship or full-time employment or volunteering combined with part-time study.
The ‘September Guarantee’ entitles all year 11 students (and year 12 on one year courses) to an
offer of a place in education or training for the following September. While local authorities are
responsible for delivering the guarantee, they rely on support from providers to identify which
students are expected to continue with a two-year programme, and which are likely to leave or
complete their current programme and need to find an alternative place for the following year.
Statutory guidance on young people’s participation in education and training (https://www.gov.uk

/government/publications/participation-of-young-people-education-employment-and-training) gives further
information about the duties above, including the role of education providers.
Diploma in Sporting Excellence
The Diploma in Sporting Excellence (DISE) is for young people (aged 16 to 18) who are on the talent
pathway for their chosen sport and want to combine their sport with study towards academic or
technical qualifications. This programme replaces the non-employed pathway of the Advanced
Apprenticeship in Sporting Excellence (AASE) and the Sporting Excellence Award.
Students participating in DISE must be nominated by their sport’s national governing body (NGB) and
be in 16 to 19 education. Only NGBs that have been awarded DISE places through the annual
application process may nominate students for DISE, and the number of students those NGBs
nominate must not exceed the number of places they have been awarded. DfE funds DISE
separately, so the hours spent working towards the Diploma must not be included in the study
programme’s planned hours. DISE is usually delivered at weekends or in holidays, although
participants are required to commit to regular training. DISE is delivered in partnership with Sport
England and further information (https://sportengland-production-files.s3.eu-west-2.amazonaws.com/s3fs-
public/2021-05
/DiSE%20Programme%20Principles%20and%20Criteria%202021.pdf?VersionId=Q74k8HppgrOK7Dga0f3LPBO
TuEapowSM) on the criteria for the programme can be found on its website.
17 of 25 21/09/2021, 12:46
Some NGBs deliver the award themselves, while others use providers to deliver it on their behalf. The
provider delivering DISE is required to:
inform the student’s study programme provider when a student enrols on DISE
share information about the programme the student is following; including how, where and when
the diploma is to be delivered
share information well in advance, about key dates such as competitions that might have an
impact on the student’s attendance at school/college
avoid delivery of DISE overlapping with education wherever possible, including key education
dates, such as the completion of assignments or educational trips, when the student should give
priority to their education
provide the athlete with a named contact whom they, or their education provider, can turn to if
any issues arise.
National Citizen Service (NCS)
NCS is a government-backed, part-residential youth programme which develops the skills and
confidence of young people. Young people work in diverse teams of 12 to 15, building skills for work
and life, taking on exciting challenges, meeting people from different backgrounds and contributing to
their local area. National independent evaluations (https://www.gov.uk/government/publications/national-
citizen-service-evaluation-report-2016) have consistently shown the positive impact the programme has
on young people, particularly on team working, leadership, resilience, wellbeing and anxiety
reduction.
NCS offers an autumn programme aimed at 16 and 17 year old students. Most providers deliver this
during term time and agree a programme which complements the non-qualification element of the
study programme by offering students further opportunities to develop character, skills, attitudes and
confidence. Participants will also develop a social action project which they will put into action in their
community.
NCS is managed locally and providers can tailor activities and materials to suit the student cohort and
deliver the programme at a time that best meets their needs.
There is no cost to a school or college to get involved and a young person will pay no more than £50
to take part, with bursaries also available. However, as NCS is government funded, the hours the
student spends on the programme must not be recorded as planned hours.
DfE has published guidance for schools and colleges on delivering NCS (https://www.gov.uk/government
/publications/national-citizen-service-guidance-for-schools-and-colleges).
16 to 19 Education Recovery
Repeat year
Funding will be made available by the department to enable certain students to repeat up to a year.
This is for students in Year 13 who have been particularly severely affected by the pandemic.
Providers will have discretion within their budgets to support students most negatively affected by the
18 of 25 21/09/2021, 12:46
pandemic and it will be for them to decide, in discussion with students, who can access this offer in
line with the principles we set out in guidance.
The repeat year will only be offered for the 2021 to 2022 academic year. It is designed for 17, 18 and
19 year old students with a planned end date of June/July 2021 and in need of additional support to
complete their qualifications and progress to their next option.
Read more in our funding guidance for young people 2021 to 2022: repeat of part or all of final year of
programme for 16 to 19 students (https://www.gov.uk/government/publications/funding-guidance-for-young-
people-2021-to-2022-repeat-of-part-or-all-final-year-of-programme-for-16-to-19-students/funding-guidance-for-
young-people-2021-to-2022-repeat-of-part-or-all-of-final-year-of-programme-for-16-to-19-
students?es_c=70C2487089093E71D5523C367707D70E&es_cl=A396AA094EF5108068508F2CA735E065&
es_id=9d%c2%a3o3).
16 to 19 Tuition Fund
The 16 to 19 Tuition Fund is funding for schools, colleges and all other 16 to 19 providers to provide
additional tuition to mitigate the disruption to learning arising from the pandemic. The funding is being
provided to support small group tuition for eligible disadvantaged 16 to 19 students in English, maths
and other courses where their learning has been disrupted. The funding is to be used to support
additional tuition activity above and beyond the programmes of education already planned for 2021 to
2022.
Read more in our 16 to 19 tuition fund guidance (https://www.gov.uk/guidance/16-to-19-funding-16-to-19-

tuition-fund).
Section 4: Funding and accountability
Funding of study programmes
Changes to the funding of 16 to 19 education were introduced to support the introduction of study
programmes in August 2013. Funding is allocated on a per student, not a per qualification, basis so
that providers are funded for all planned hours, including non-qualification activity such as work
experience.
For more information on 16 to 19 funding, visit the funding rates and formula (https://www.gov.uk
/government/publications/funding-rates-and-formula) and funding regulations (https://www.gov.uk/government
/publications/advice-funding-regulations-for-post-16-provision) pages on GOV.UK.
16 to 18 performance tables
Providers are accountable for the quality of the study programmes that they offer their students
through reformed 16 to 18 performance tables. From 2016 onwards, school and college performance
tables have provided clear and easily understood measures of student achievement. Further
guidance on accountability and performance measures can be found at 16 to 18 accountability
headline measures (https://www.gov.uk/government/publications/16-to-19-accountability-headline-measures-
technical-guide).
Due to COVID-19, qualification grades achieved using alternative assessment arrangements in 2020
19 of 25 21/09/2021, 12:46
and 2021 will not be used to produce the normal suite of institution level performance measures (for
example Attainment 8, or level 3 value added) and Qualification Achievement Rates (QARs). This
data will not be available for others, such as Ofsted, to use to hold schools and colleges to account.
Those working with schools and colleges, such as Ofsted, Department for Education regional teams
and local authorities, should use data from previous years as a starting point for discussions around a
school’s or college’s performance.
More information is set out at coronavirus (COVID-19): school and college accountability
(https://www.gov.uk/government/publications/coronavirus-covid-19-school-and-college-performance-measures
/coronavirus-covid-19-school-and-college-accountability).
Further information
Useful resources and external organisations
The Education & Training Foundation (ETF) launched its Traineeships Staff Support Programme
(https://traineeshipstaffsupportprogramme.wordpress.com/) (TSSP) to support the development and
dissemination of good practice
Health and Safety Executive guidance: Work experience (http://www.hse.gov.uk/youngpeople
/workexperience/)
National Citizen Service: About NCS (http://www.ncsyes.co.uk/about-us) and information for
providers about the benefits for students (http://www.ncsyes.co.uk/ncs-for-your-students). Guidance
for schools and colleges (https://www.gov.uk/government/publications/national-citizen-service-guidance-
for-schools-and-colleges) on how best to engage with NCS and case studies specifically for
colleges wanting to deliver NCS in term time are also available
Ofsted: Ofsted’s autumn 2020 plans (https://www.gov.uk/government/collections/ofsteds-autumn-2020-
plans)
Handbook for Ofsted inspectors of further education and skills providers: Further education and
skills inspection handbook (https://www.gov.uk/government/publications/further-education-and-skills-
inspection-handbook-eif)
Preparing for Adulthood: Access to Work fund for supported internships and traineeships
(http://www.preparingforadulthood.org.uk/what-we-do/supported-internships/access-to-work-fund)
Research and practice
Effective practice in supporting Entry/Level 1 students in post-16 institutions (https://www.gov.uk

/government/publications/supporting-entry-and-level-1-students-in-post-16-institutions)
Effective curriculum practice at below Level 2 for 16/17 year olds (https://www.gov.uk/government
/publications/post-16-effective-curriculum-practice-below-level-2) – report and case studies
Work experience and related activities in schools and colleges (https://www.gov.uk/government
/publications/work-experience-and-related-activities-in-schools-and-colleges) includes good practice in
providing effective placements
Young people in low-level vocational education: characteristics, trajectories and labour market
20 of 25 21/09/2021, 12:46
outcomes (http://cver.lse.ac.uk/textonly/cver/pubs/cverdp004.pdf)
Ofsted Level 2 Study Programmes Report (https://www.gov.uk/government/publications/level-2-study-
programmes)
Rapid evidence assessment on SEN and post-16 work experience (https://www.gov.uk/government
/publications/work-experience-for-young-people-on-sen-support)
Guide for employers and providers on work experience and SEND
(https://www.preparingforadulthood.org.uk/downloads/employment/work-experience-guidance.htm)
Other relevant departmental advice and statutory guidance
16 to 18 accountability headline measures: technical guide (https://www.gov.uk/government

/publications/16-to-19-accountability-headline-measures-technical-guide) – guide for schools, colleges
and local authorities on measures in 2018 performance tables
16 to 19 education: funding guidance (https://www.gov.uk/guidance/16-to-19-education-funding-
guidance) - rules and guidance for using post-16 funding allocated by ESFA
16 to 19 funding: English and maths condition of funding (https://www.gov.uk/guidance/16-to-19-
funding-maths-and-english-condition-of-funding) - information on English and maths condition of
funding
Level 3 guidance for colleges (https://www.gov.uk/government/publications/careers-guidance-for-
colleges--2) - guide for further education colleges and sixth-form colleges on how to provide
independent careers guidance
Careers guidance and access for education and training providers (https://www.gov.uk/government
/publications/careers-guidance-provision-for-young-people-in-schools) - statutory guidance for schools
on providing careers guidance
ESFA post 16: intervention and accountability (https://www.gov.uk/guidance/16-to-19-education-
accountability) – information about the intervention framework for post-16 education and skills
providers
Post-16 technical education reforms:
Post-16 skills plan and independent report on technical education (https://www.gov.uk
/government/publications/post-16-skills-plan-and-independent-report-on-technical-education)
Introduction of T levels: information for education providers (https://www.gov.uk/government
/publications/introduction-of-t-levels-information-for-education-providers)
ESFA list of qualifications approved for funding 14 to 19 (https://www.gov.uk/guidance/section-96-
qualifications)
SEND Code of Practice (https://www.gov.uk/government/publications/send-code-of-practice-0-to-25) -
chapter 7 provides guidance relating to post-16 education and SEN support and chapter 8
provides guidance relating to preparing for adulthood
Supported internships for young people with an EHC plan (https://www.gov.uk/government
/publications/supported-internships-for-young-people-with-learning-difficulties) - departmental advice on
study programmes for supported internship providers
21 of 25 21/09/2021, 12:46
Technical and applied qualifications (https://www.gov.uk/government/collections/performance-tables-

technical-and-vocational-qualifications) approved for reporting in 16 to 18 performance tables
Traineeships: information for employers and education providers (https://www.gov.uk/government
/publications/supporting-young-people-to-develop-the-skills-for-apprenticeships-and-sustainable-
employment-framework-for-delivery) - documents about traineeships, who they are for, what they
provide, and their funding
Traineeships: Delivering 16 to 18 traineeships through ESFA funding (https://www.gov.uk/guidance
/delivering-traineeships-through-efa-funding)
Transition Programme Framework for Delivery (https://www.gov.uk/government/publications/t-level-
transition-programme-framework-for-delivery-2020-to-2021) – for providers delivering the Transition
Programme from September 2020
Annex A: examples of study programmes
Academic study programme
Planned hours: qualification Planned hours: non-qualification Core

hours hours aim?
A level 1 160 Core aim
A level 2 160
A level 3 160
Tutorials 40
Preparation for HE 10
Work experience 40
Social action
30
project
Total 480 120
Technical study programme

hours hours aim?
22 of 25 21/09/2021, 12:46

hours hours aim?
Tech level 280 Core aim
English GCSE 120
Tutorials 40
Employability
40
skills
Work experience 120
Total 400 200
Study programme to prepare for employment

hours hours aim?
Work placement 240 Core aim
English 80
Maths 80
Employability
80
skills
Group activities 80
Tutorials 40
Total 160 440
Annex B: study programmes below level 2 - principles
1. Assessment – to identify the student’s needs; plan their provision; and ensure that appropriate
support is in place to meet these needs. Whilst most students are currently assessed on entry,
evidence shows that too many providers fail to make effective use of the assessment to plan the
student’s learning programme.
23 of 25 21/09/2021, 12:46
2. Support to make informed choices – lower-achieving students typically arrive at college with
unrealistic career plans and/or limited understanding of the opportunities available to them. If
programmes are to be designed to maximise progression, then students need realistic education
and career plans. This in turn should reduce the number who ‘drop out’ because they find they
have an inappropriate choice.
3. Practical, hands-on teaching in a workshop environment can enthuse a student who struggled
in school. Basic skills can be embedded into vocational programmes, making them more
appealing than separate classes. An introduction to their chosen occupational area will also help
students progress to further learning, an apprenticeship, or employment at an elementary level.
4. English and maths in line with DfE policy, and which supports (where appropriate) the level
which the student needs to have achieved to progress to their chosen level 2 programme,
apprenticeship or occupation.
5. Engagement with employers and work-related activity to introduce students to the
opportunities available and the behaviours that employers expect. A structured work placement
may be right for some, but others working at entry/level 1 may benefit more from experiencing a
variety of different employment related activities.
6. The programme must be flexibleif it is to meet the needs of this diverse group, and to respond
to some inevitable changes in the student’s longer-term plans. As such, the balance between the
elements above must be individually tailored to student needs.
7. Pastoral and specialist support to help students to remain engaged and progress. A high
proportion of students will have special educational needs or personal and social issues and will
have received additional support when they were in school. Failure to provide sufficient support
post-16 risks students ‘dropping out’ of education, so it is important that providers address any
special education or other needs so these students can benefit fully from the study programme.
8. All programmes must focus on progression to the next stage of education or employment.
Students should be encouraged to move on in less than one year if they are ready, and they
have been offered other training or employment.
1. The core aim is the principal or ‘core’ activity in a student’s programme. It must be a learning aim
so that it can be recorded in the Individualised Learner Record (ILR) or school census.
Institutions returning the ILR identify the core aim for each programme. For the school census,
institutions must only return the core aim for students studying vocational programmes, or mixed
programmes with a vocational core.
2. More information about T Levels can be found at: Introduction of T Levels - GOV.UK
(https://www.gov.uk/government/publications/introduction-of-t-levels/introduction-of-t-levels).
3. The process for approving technical and applied qualifications for inclusion in performance
tables has been suspended. No new qualifications will be accepted for consideration on
performance tables for at least two years following the publication of the 2020 performance
tables list (September 2018). Qualifications included in performance tables are still subject to the
post-16 level 3 and below review of qualifications in England. DfE (2019). ‘Review of post-16
qualifications at level 3 and below in England (https://www.gov.uk/government/consultations/review-of-
post-16-qualifications-at-level-3-and-below-in-england)’.
24 of 25 21/09/2021, 12:46
4. 14 to 19 qualifications technical guidance: 2020 performance tables (https://www.gov.uk

/government/publications/14-to-19-technical-and-applied-qualifications-technical-guidance). For
information on the impact of COVID-19 on performance tables, please see p. 29.
5. DfE (2019) ‘Exemptions to ‘16 to 19 funding: English and maths condition of funding
(https://www.gov.uk/guidance/16-to-19-funding-maths-and-english-condition-of-funding#excempt-funding)’.
6. Online education in further education and skills: learning about what works - Ofsted blog:
schools, early years, further education and skills (https://educationinspection.blog.gov.uk/2020/07
/15/online-education-in-further-education-and-skills-learning-about-what-works/) and COVID-19 series -
briefing on FES - November 2020 (https://assets.publishing.service.gov.uk/government/uploads/system
/uploads/attachment_data/file/943486/COVID-19_series_briefing_on_FES_November_2020.pdf)
7. DfE (2016). ‘Evaluating youth social action (https://www.gov.uk/government/publications/evaluating-
youth-social-action)’.
Print this page
Is this page useful?
Yes this page is useful

No this page is not useful
Thank you for your feedback

Report a problem with this page
Close
Help us improve GOV.UK
Don’t include personal or financial information like your National Insurance number or credit card
details.
What were you doing?

What went wrong?
Send
Close
Help us improve GOV.UK
To help us improve GOV.UK, we’d like to know more about your visit today. We’ll send you a link to a
feedback form. It will take only 2 minutes to fill in. Don’t worry we won’t send you spam or share your
email address with anyone.
Email address
Send me the survey
25 of 25 21/09/2021, 12:46

3C1 16 to 19 Study Programmes Guidance 2021

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

3C1 16 to 19 Study Programmes Guidance 2021

Uploaded by

Copyright:

Available Formats

16 to 19 study programmes: guidance (2021 to 2022 academic year) - G... https://www.gov.uk/government/publications/16-to-19-study-programme...

Education & Skills

16 to 19 study programmes: guidance (2021 to

Print this page

© Crown copyright 2021

This publication is available at https://www.gov.uk/government/publications/16-to-19-study-

Expiry or review date

Who is this advice for?

Section 1: Study programmes

The Sainsbury Review (https://www.gov.uk/government/publications/post-16-skills-plan-and-independent-

Study programme principles

Core aim of a study programme

combines part-time education with full-time employment

Annex A sets out examples of study programmes.

Students with special educational needs and/or disabilities

Section 2: broad programme characteristics

T Level Transition Programme

Students who are not yet ready for level 2 qualifications

Qualifications at level 1 and below

Further information can be found in Traineeships: framework for delivery (https://www.gov.uk/government

Section 3: delivering study programmes

The following guidelines aim to support providers in these decisions.

English and maths

Level 3 mathematics qualifications

Sir Adrian Smith’s review of post-16 mathematics (https://www.gov.uk/government/publications/smith-

More detailed information on the funding requirements of work experience (https://www.gov.uk/guidance

Common principles of a high-quality work placement are that it:

Integrating work placements into study programmes

the education and training goals of the placement

reasonable expectations on student conduct, and

Youth social action

Common principles of a high-quality youth social action are that it is:

National Minimum Wage

Health and safety

Employers’ Liability Compulsory Insurance

Disclosure and Barring Service

Other non-qualification activity

life more generally. For example:

activities to develop confidence, character and resilience

Statutory guidance on young people’s participation in education and training (https://www.gov.uk

Diploma in Sporting Excellence

National Citizen Service (NCS)

Read more in our 16 to 19 tuition fund guidance (https://www.gov.uk/guidance/16-to-19-funding-16-to-19-

Section 4: Funding and accountability

Funding of study programmes

Useful resources and external organisations

Research and practice

Effective practice in supporting Entry/Level 1 students in post-16 institutions (https://www.gov.uk

Other relevant departmental advice and statutory guidance

16 to 18 accountability headline measures: technical guide (https://www.gov.uk/government

Technical and applied qualifications (https://www.gov.uk/government/collections/performance-tables-

Annex A: examples of study programmes

Academic study programme

Planned hours: qualification Planned hours: non-qualification Core

A level 1 160 Core aim

Total 480 120

Technical study programme

Planned hours: qualification Planned hours: non-qualification Core

Planned hours: qualification Planned hours: non-qualification Core

Tech level 280 Core aim

English GCSE 120

Work experience 120

Total 400 200

Study programme to prepare for employment