T Level Target Examples: Education and Early Years

Standardised T Level target examples for the Education and Early Years route, covering the employability and technical skills targets for each occupational specialism.

Occupational Specialism: Early Years Educator

Employability skills targets:

• Communicating: active listening, use of visual, oral and written methods, engaging an audience, sharing, building rapport, adapting style and tone.
• Working in a team: collaborating with others with different skills, expertise and experience to accomplish a task or goal.
• Assessing risks: assessing a situation, a proposal, a product or process for potential adverse effects.
• Self-managing: monitoring, reflecting and inviting feedback on own performance, managing time, setting personal goals, referring to others for advice.
• Leading: inspiring others, setting direction, taking responsibility, modelling appropriate behaviours.
• Solving problems: applying a logical approach to identifying issues and proposing solutions.
• Planning: identifying discrete steps, estimating time and resources, prioritising, coordinating, sequencing activity.
• Decision making: clarifying logical choices, identifying likely impact, using evidence and advice, justifying, substantiating, concluding.
• Observing: situational awareness, monitoring.
• Negotiating: securing agreement on a course of action through discussion, in order to achieve mutually beneficial results.
• Physical dexterity: precise and controlled movement, agility, coordination, delicacy, appropriate application of force.
• Recording: transcribing, noting, capturing, saving, storing.

Technical skills targets:

• Developing and maintaining professional partnerships with parents and carers, work colleagues and other professionals to identify and meet the needs of babies and children in the setting and enable them to progress.
• Supporting and promoting children's speech, language and communication development.
• Supporting children's early literacy and mathematical skills.
• Using strategies to develop children's thinking and non-cognitive skills.
• Promoting equality of opportunity and anti-discriminatory practice.
• Planning and leading or facilitating play-based activities that are linked to the early years curriculum.
• Developing positive and professional relationships with children that support their socialisation, confidence and ability to manage their own behaviour.
• Understanding and following the relevant policies, procedures and approaches in the setting when there are concerns about a child's development.
• Carrying out risk assessments.
• Using formal and informal observation and assessment techniques to monitor developmental progress linked to the early years curriculum and identify needs.
• Planning, providing and reviewing care, educational experiences, play opportunities and environments to ensure children's needs are being met and they can progress in relation to the early years curriculum.
• Planning and carrying out physical care routines suitable to the age, stage and needs of the child.
• Contributing to the health, safety and well-being of children in the setting, including through providing appropriate supervision, encouraging friendships, promoting healthy lifestyles, and responding to illness and emergencies.
• Maintaining accurate records in line with the setting's policies and procedures.

Occupational Specialism: Assisting Teaching

Employability skills targets:

• Communicating: active listening, use of visual, oral and written methods, engaging an audience, sharing, building rapport, adapting style and tone.
• Working in a team: collaborating with others with different skills, expertise and experience to accomplish a task or goal.
• Assessing risks: assessing a situation, a proposal, a product or process for potential adverse effects.
• Planning: identifying discrete steps, estimating time and resources, prioritising, coordinating, sequencing activity.
• Decision making: clarifying logical choices, identifying likely impact, using evidence and advice, justifying, substantiating, concluding.
• Self-managing: monitoring, reflecting and inviting feedback on own performance, managing time, setting personal goals, referring to others for advice.
• Leading: inspiring others, setting direction, taking responsibility, modelling appropriate behaviours.
• Designing: developing the form of an artefact or system to achieve a defined function.
• Observing: situational awareness, monitoring.
• Recording: transcribing, noting, capturing, saving, storing.

Technical skills targets:

• Communicating effectively with teachers to ensure own contribution aligns with teaching, and providing feedback to the teacher on children and young people's progress.
• Communicating effectively with children and young people.
• Effectively managing behaviour in line with the school policy and supporting pupils to manage their own behaviour.
• Using strategies that enable pupils to access and engage in learning and make progress, one-to-one and in small groups.
• Supporting pupils' mathematical understanding.
• Supporting pupils to develop their literacy skills.
• Understanding and complying with statutory guidance and the schools' policies and procedures regarding safeguarding (including e-safety), responding to and reporting concerns, and maintaining confidentiality.
• Using appropriate technology for supporting teaching and learning, assessment and record keeping.
• Facilitating outdoor education, providing appropriate challenge, maximising learning opportunities, and supporting pupils to manage risks.
• Responding to illnesses, accidents and emergencies when they arise, in line with school policies and procedures, including for reporting.
• Providing support to pupils with additional needs in line with guidance from the teacher and any education, health and care plans, to enable them to access the curriculum and to encourage their sense of achievement and social inclusion.
• Contributing to assessment by observing and tracking pupil progress and using the information to plan next steps with the teacher.
• Maintaining accurate records in line with the setting's policies and procedures.

Source document attached below.