Case Study: T Level Building Services Engineering for Construction at Craven College
| Pete Holmes, Electrical Tutor at Craven College, shares his experience of delivering the T Level in Building Services Engineering for Construction, including its benefits for learners, progression opportunities and advice for other colleges. |
Can you tell us a little about your role and the T Level you deliver?
I'm an Electrical Tutor at Craven College. Before T Levels, I mainly taught Level 2 electrical courses and some Level 3 apprenticeships.
I've been involved from the beginning, initially teaching the first-year core content before moving into the second-year electrotechnical occupational specialism, which now makes up most of my timetable. We've recently seen our first cohort complete the qualification, with our second and third cohorts now progressing through the course.
What do you see as the strengths of T Levels?
One of the biggest strengths is definitely the industry placement. It gives students first-hand experience of the workplace and helps them decide whether a career path is right for them.
For example, one student was offered an apprenticeship by the company where he completed his placement. They developed a great working relationship, which led to him starting an apprenticeship programme.
Another student was keen to become an on-site electrician. After a few weeks working alongside an electrician during his placement, he realised it wasn't quite what he'd imagined and decided to explore another direction. I see that as a positive outcome because it helped him make an informed decision about his future.
For me, that's the value of the placement: it can either confirm a student's career plans or help them discover a different direction.
What do you enjoy most about teaching T Levels?
From a tutor's perspective, a strength that can sometimes be overlooked is the flexibility.
Having previously taught qualifications with more structured units and assessments, T Levels offer a different approach. Once you're familiar with the specification, that flexibility becomes a real advantage.
You can make lessons more engaging and relevant to the work students are preparing to do, adapt your teaching to the group and explore topics in greater depth. With a particularly capable group, you can introduce more technical content and challenge them further. You have the freedom to judge how deeply to explore a topic, depending on the learners in front of you.
How have learners and staff responded?
Introducing T Levels has been a learning experience for the department, but as we've become more familiar with the qualification, staff have grown in confidence.
We've also benefited enormously from colleagues at other colleges. Roy at Blackpool and The Fylde College has been particularly helpful, sharing his experience and advice with us. Some of our tutors also teach T Levels at other colleges, and that experience has helped us develop our approach.
Overall, students have enjoyed the course and engaged with the content, particularly in the second year when teaching becomes more focused on their chosen specialism.
What impact have T Levels had on progression at your college?
One of the biggest benefits is providing an additional progression route for students completing Level 2 qualifications, particularly when apprenticeship opportunities aren't immediately available. I think it's raised the bar in terms of what we can offer as a college.
Although only our first cohort has completed the qualification, we've already seen positive outcomes. One student now works at the college as a technician, another went to university using the UCAS points gained through his T Level, and another progressed into an apprenticeship.
We're seeing promising opportunities among current learners too. One student has a lead with a wind turbine company in Scotland that wants him to complete a Level 3 qualification before potentially taking him on. Another is interested in an engineering career with the RAF, where a Level 3 qualification could support his ambitions.
It's encouraging to see students exploring such different routes. T Levels seem to help bridge the gap between their previous studies and the next step.
How have you found the support from Eduqas?
The support has been there whenever I've needed it, and the wider support around T Levels has been excellent.
Conferences and construction-focused events, including those in Blackpool, have helped us share experiences with other colleges. The Association of Colleges' online community of practice is another useful way to connect with fellow tutors.
I've also seen Eduqas working with Gatsby, which looks positive. Overall, there's always been someone willing to offer advice or answer questions.
What advice would you give colleges about recruiting students?
It's important that students understand what the qualification involves and whether it's right for them.
T Levels appeal to parents because they keep options open, including university, higher education and higher or degree apprenticeships.
At Craven College, we've held information sessions where prospective students and their parents can learn about the course and speak directly to staff. Giving students a chance to ask questions helps them make an informed choice and understand what to expect. It's about making sure they're genuinely interested in the course and ready to get the most out of it.
What would you say to colleges considering delivering T Levels?
My advice would be to embrace it. The first few years are a learning curve, but it's worth taking the time to understand the qualification and make the most of what it offers.
T Levels are different from many traditional college courses, and I see that as a good thing. Their approach allows us to make learning relevant to the skills and knowledge students need for their careers.
I think this style of education is the direction colleges are moving towards. I'd encourage others to get involved, draw on the experience of colleges already delivering T Levels and embrace the opportunities available.