T Level and T Level foundation year entrant data 2025 to 2026
Published 10 March 2026
Applies to England
© Crown copyright 2026
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Entrants to T Levels
Entrants to T Levels
27,446 learners started T Levels in the 2025 to 2026 academic year, up from 25,508 in the 2024 to 2025 academic year. This represents a 7.6% increase in entrant numbers.
In the 2025 to 2026 academic year, 325 providers delivered T Levels to this cohort of entrants across 21 pathways in 10 routes.
Table 1: Entrants to T Levels split by T Level route and pathway, 2025 to 2026 academic year
| Route | Pathway | Academic year rolled out | Number of entrants in 2025 to 2026 academic year |
|---|---|---|---|
| Agriculture Environmental and Animal Care | Agriculture Land Management and Production | 2023 to 2024 | 746 |
| Agriculture Environmental and Animal Care | Animal care and Management | 2024 to 2025 | 1,873 |
| Business and Administration | Management and Administration | 2022 to 2023 | 2,194 |
| Construction | Building Services Engineering for Construction | 2021 to 2022 | 870 |
| Construction | Design Surveying and Planning for Construction | 2021 to 2022 | 2,132 |
| Creative and Design | Craft and Design | 2024 to 2025 | 136 |
| Creative and Design | Media Broadcast and Production | 2024 to 2025 | 678 |
| Digital | Digital Data Analytics (formerly Digital Business Services) | 2021 to 2022 | 73 |
| Digital | Digital Software Development (formerly Digital Production Design and Development) | 2020 to 2021 | 1,966 |
| Digital | Digital Support and Security (formerly Digital Support Services) | 2021 to 2022 | 884 |
| Education and Early Years | Education and Early Years | 2020 to 2021 | 5,723 |
| Engineering and Manufacturing | Design and Development for Engineering and Manufacturing | 2022 to 2023 | 2,479 |
| Engineering and Manufacturing | Engineering Manufacturing Processing and Control | 2022 to 2023 | 670 |
| Engineering and Manufacturing | Maintenance Installation and Repair for Engineering and Manufacturing | 2022 to 2023 | 952 |
| Health and Science | Health | 2021 to 2022 | 3,921 |
| Health and Science | Science | 2021 to 2022 | 320 |
| Health and Science | Healthcare Science | 2021 to 2022 | 49 |
| Legal Finance and Accounting | Accounting | 2022 to 2023 | 823 |
| Legal Finance and Accounting | Finance | 2022 to 2023 | 198 |
| Legal Finance and Accounting | Legal Services | 2023 to 2024 | 391 |
| Sales Marketing and Procurement | Marketing | 2025 to 2026 | 368 |
| Total | 27,446 |
T Level student characteristics
Overview and data sources
This section presents student characteristics for T Level entrants in the 2024 to 2025 academic year, with comparable data for the 2022 to 2023 and 2023 to 2024 academic years. This section also includes characteristics for learners who enrolled on a large vocational technical qualification (VTQ) in the 2024 to 2025 academic year, used here as a comparator cohort.
We present characteristics up to the 2024 to 2025 academic year because these breakdowns require the use of the Young Person’s Matched Administrative Database (YPMAD). This source provides more complete and consistent data than the Independent Learner Record (ILR) and school census (SC) for:
- GCSE prior attainment in English and maths
- ethnicity
- special educational needs (SEN) provision at age 15
- free school meal (FSM) eligibility at age 15
Legal sex is taken directly from the ILR and SC, which provide high-quality coverage for this variable. This approach is consistent with previous T Level entrant analyses.
In line with departmental guidance, disclosure control has been applied to all figures to protect the confidentiality of individuals. Small numbers have been suppressed, and secondary suppression has been used where required to prevent the disclosure of suppressed values by deduction. Other statistical disclosure control techniques, such as rounding, have also been applied.
Legal sex
In the 2024 to 2025 academic year, T Level entrants were almost evenly split between male and female learners, see table 2. This represents a more balanced intake than in either the 2022 to 2023 or 2023 to 2024 academic year, where male learners made up slightly more than half of all entrants.
However, representation varies notably between pathways, with some pathways having a very high proportion of learners of one legal sex. Changes in the overall balance between male and female learners may reflect changes in the mix of pathways delivered each year.
Table 2: T Level entrants by legal sex
| Legal sex | 2022 to 2023 academic year T Level entrants | 2023 to 2024 academic year T Level entrants | 2024 to 2025 academic year T Level entrants | 2024 to 2025 academic year large VTQ entrants |
|---|---|---|---|---|
| Female | 45.3% | 46.4% | 49.3% | 51.0% |
| Male | 54.7% | 53.6% | 50.7% | 49.0% |
Craft and Design, Education and Early Years, and Health all have very high proportions of female learners (over 90%). In contrast, Building Services Engineering for Construction, Onsite Construction (now discontinued), and Digital Support and Security (formerly Digital Support Services) have very high proportions of male learners (over 90%). Table 3 shows the legal sex split of entrants onto each pathway in the 2024 to 2025 academic year.
Table 3: T Level entrants split by T Level pathway and legal sex, 2024 to 2025 academic year
| Route | Pathway | Female | Male |
|---|---|---|---|
| Agriculture Environmental and Animal Care | Agriculture Land Management and Production | 35.8% | 64.2% |
| Agriculture Environmental and Animal Care | Animal care and Management | 80.3% | 19.7% |
| Business and Administration | Management and Administration | 42.7% | 57.3% |
| Construction | Building Services Engineering for Construction | 3.1% | 96.9% |
| Construction | Design Surveying and Planning for Construction | 17.5% | 82.5% |
| Construction | Onsite Construction (discontinued) | 6.9% | 93.1% |
| Creative and Design | Craft and Design | 90.4% | 9.6% |
| Creative and Design | Media Broadcast and Production | 43.8% | 56.2% |
| Digital | Digital Data Analytics (formerly Digital Business Services) | 12.9% | 87.1% |
| Digital | Digital Software Development (formerly Digital Production Design and Development) | 12.0% | 88.0% |
| Digital | Digital Support and Security (formerly Digital Support Services) | 8.0% | 92.0% |
| Education and Early Years | Education and Early Years | 95.6% | 4.4% |
| Engineering and Manufacturing | Design and Development for Engineering and Manufacturing | 9.2% | 90.8% |
| Engineering and Manufacturing | Engineering Manufacturing Processing and Control | 12.0% | 88.0% |
| Engineering and Manufacturing | Maintenance Installation and Repair for Engineering and Manufacturing | 9.7% | 90.3% |
| Health and Science | Health | 91.8% | 8.2% |
| Health and Science | Science | 53.4% | 46.6% |
| Health and Science | Healthcare Science | 72.1% | 27.9% |
| Legal Finance and Accounting | Accounting | 34.5% | 65.5% |
| Legal Finance and Accounting | Finance | 22.6% | 77.4% |
| Legal Finance and Accounting | Legal Services | 64.6% | 35.4% |
| Total | 49.3% | 50.7% |
GCSE prior attainment
Since the 2022 to 2023 academic year, the prior attainment of learners starting T Levels has decreased slightly, which means that more learners with lower prior attainment are starting a T Level. However, prior attainment levels differ across pathways, so changes in the overall figures may reflect changes in the mix of pathways being delivered in each year.
When comparing T Levels and the large VTQ cohort, we see that GCSE English and maths attainment is higher for entrants on T Levels. Despite this, attainment is similar when looking at the average grade across all GCSEs. In the 2023 to 2024 academic year, the average GCSE grade for the T Level cohort was 5.03, compared with 5.06 for applied general qualifications[footnote 1].
Tables 4 and 5 show the GCSE English and maths attainment of T Level entrants prior to starting their course. Table 4 includes the proportion of learners achieving at least a grade 4 in English and at least a grade 4 in maths. Table 5 shows the proportion of T Level entrants with different types of GCSE prior attainment across both English and maths. Please note that figures may not sum to 100% because percentages are shown rounded to the nearest decimal place.
Table 4: T Level entrants English and maths GCSE attainment prior to starting the T Level
| GCSE attainment | 2022 to 2023 academic year T Level entrants | 2023 to 2024 academic year T Level entrants | 2024 to 2025 academic year T Level entrants | 2024 to 2025 academic year large VTQ comparator cohort |
|---|---|---|---|---|
| 4 or above in English | 94.4% | 92.5% | 92.3% | 80.9% |
| 4 or above in maths | 96.7% | 95.7% | 95.5% | 81.2% |
Table 5: T Level entrants by combined English and maths GCSE attainment prior to starting the T Level
| GCSE attainment | 2022 to 2023 academic year T Level entrants | 2023 to 2024 academic year T Level entrants | 2024 to 2025 academic year T Level entrants | 2024 to 2025 academic year large VTQ comparator cohort |
|---|---|---|---|---|
| 4 or above in both English and maths | 91.9% | 89.0% | 88.7% | 67.5% |
| 4 or above in English, 3 or below in maths | 2.6% | 3.5% | 3.7% | 13.4% |
| 4 or above in maths, 3 or below in English | 4.9% | 6.6% | 6.8% | 13.7% |
| 3 or below in English and maths | 0.6% | 0.8% | 0.8% | 5.4% |
Table 6 shows GCSE prior attainment for English and maths, separately and combined, by T Level pathway for entrants in the 2024 to 2025 academic year. This table demonstrates substantial variation between pathways. For example, the Legal Services pathway has the highest level of prior attainment, at 95% achieving at least a grade 4 in both English and maths, whereas the Craft and Design pathway shows the lowest proportion of the same metric, at 73%.
Across almost all pathways, learners are more likely to have achieved at least a grade 4 in maths than in English.
Table 6: T Level entrants in the 2024 to 2025 academic year split by T Level pathway and GCSE attainment prior to starting the T Level
Figures may not sum to 100% because percentages are shown rounded to the nearest decimal place. Some low percentages have been suppressed using ‘c’ to protect confidential information.
| T Level pathway | 4 or above in English | 4 or above in maths | 4 or above in English and maths | 4 or above in English, 3 or below in maths | 4 or above in maths, 3 or below in English | 3 or below in English and maths |
|---|---|---|---|---|---|---|
| Agriculture Land Management and Production | 87.2% | 95.0% | 84.5% | 2.9% | 10.5% | 2.1% |
| Animal care and Management | 95.1% | 97.4% | 92.8% | 2.2% | 4.6% | c |
| Management and Administration | 92.7% | 94.6% | 88.3% | 4.3% | 6.3% | 1.0% |
| Building Services Engineering for Construction | 89.8% | 98.3% | 88.9% | 0.9% | 9.4% | 0.9% |
| Design Surveying and Planning for Construction | 90.6% | 97.9% | 88.8% | 1.8% | 9.2% | c |
| Onsite Construction (discontinued) | 88.5% | 98.8% | 88.1% | c | 10.7% | 0.9% |
| Craft and Design | 85.5% | 82.4% | 73.1% | 12.3% | 9.2% | 5.4% |
| Media Broadcast and Production | 87.3% | 85.5% | 76.4% | 10.8% | 9.1% | 3.7% |
| Digital Data Analytics (formerly Digital Business Services) | 85.0% | 96.7% | 81.7% | 3.3% | 15.0% | c |
| Digital Software Development (formerly Digital Production Design and Development) | 89.2% | 96.9% | 86.9% | 2.3% | 10.1% | 0.7% |
| Digital Support and Security (formerly Digital Support Services) | 87.3% | 91.6% | 81.7% | 5.8% | 10.3% | 2.3% |
| Education and Early Years | 95.3% | 92.3% | 88.7% | 6.7% | 3.6% | 1.1% |
| Design and Development for Engineering and Manufacturing | 90.4% | 98.3% | 89.1% | 1.4% | 9.2% | c |
| Engineering Manufacturing Processing and Control | 88.8% | 98.8% | 87.6% | 1.3% | 11.1% | c |
| Maintenance Installation and Repair for Engineering and Manufacturing | 93.1% | 98.3% | 91.3% | 1.7% | 7.0% | c |
| Health | 95.8% | 95.3% | 91.6% | 4.2% | 3.7% | 0.6% |
| Science | 85.8% | 97.6% | 84.7% | 1.2% | 12.9% | 1.2% |
| Healthcare Science | 89.2% | 92.3% | 82.2% | 7.0% | 10.1% | 0.8% |
| Accounting | 94.2% | 98.4% | 92.8% | 1.5% | 5.6% | c |
| Finance | 93.8% | 99.4% | 93.0% | 0.6% | 6.3% | c |
| Legal Services | 96.7% | 97.6% | 95.0% | 1.7% | 2.5% | 0.8% |
| Total | 92.3% | 95.5% | 88.7% | 3.7% | 6.8% | 0.8% |
Ethnicity
Representation across minority ethnic groups has gradually increased since the 2022 to 2023 academic year, with small year-on-year increases in the proportion of entrants from backgrounds including:
- Asian or Asian British
- Black, Black British, Caribbean or African
- Mixed or multiple ethnic groups
- Another ethnic group
Compared to the large VTQ comparator cohort, T Level entrants remain more likely to identify as white. In the 2024 to 2025 academic year, almost 78% of T Level entrants identified as White, compared to 56% of large VTQ entrants. However, ethnic profiles for these learner groups can diverge due to differences in subject mix and geographical distribution between T Levels and large VTQs.
To give a fuller picture, we also compare T Level entrants with the 16-year-old population from census 2021. On this measure, the T Level cohort’s ethnic composition is closer to the general 16-year-old population than the large VTQ cohort. This indicates that much of the observed difference between T Levels and large VTQs reflects subject mix and location mix, rather than an atypical T Level intake.
Table 7 shows the ethnicity breakdown, grouped using ONS harmonised standards, for the 2022 to 2023, 2023 to 2024, and 2024 to 2025 academic years, alongside the 2024 to 2025 large VTQ comparator cohort and the census 2021 16-year-old population benchmark category labels and ordering follow ONS guidance to support comparability.
Table 7: T Level entrants by ethnicity
| ONS harmonised ethnic group | 2022 to 2023 academic year T Level entrants | 2023 to 2024 academic year T Level entrants | 2024 to 2025 academic year T Level entrants | 2024 to 2025 academic year Large VTQ comparator cohort | 16-year-old population – census 2021 |
|---|---|---|---|---|---|
| Asian or Asian British | 9.5% | 9.6% | 9.7% | 19.9% | 12.3% |
| Black, Black British, African or Caribbean | 3.7% | 5.1% | 5.6% | 13.7% | 6.3% |
| Mixed or multiple ethnic groups | 4.5% | 4.8% | 5.1% | 6.4% | 5.6% |
| White | 80.9% | 79.2% | 77.9% | 56.5% | 73.1% |
| Another ethnic group | 1.4% | 1.5% | 1.7% | 3.4% | 2.7% |
SEN provision
Since 2022 to 2023, the proportion of T Level entrants with an Education, Health and Care Plan (EHCP) has remained stable at 1.7%. This is slightly lower than the proportion in the large VTQ comparator cohort (2.2%).
The proportion of T Level entrants recorded as receiving SEN support increased from 8.8% in 2022 to 2023 to 10.0% in 2024 to 2025. This remains slightly below the figure for entrants to large VTQs in the 2024 to 2025 academic year (10.9%).
Table 8 shows the SEN provision at age 15 for entrants to T Levels across the 2022 to 2023, 2023 to 2024, and 2024 to 2025 academic years, in addition to SEN provision at age 15 for entrants to large VTQs in the 2024 to 2025 academic year. Please note that percentages may not sum to 100% as they are presented rounded to the nearest decimal place.
Table 8: T Level entrants by SEN provision at age 15
| SEN provision | 2022 to 2023 academic year T Level entrants | 2023 to 2024 academic year T Level entrants | 2024 to 2025 academic year T Level entrants | 2024 to 2025 academic year large VTQ comparator cohort |
|---|---|---|---|---|
| Education and Health Care Plan (EHCP) | 1.6% | 1.7% | 1.7% | 2.2% |
| SEN support | 8.9% | 9.0% | 10.0% | 10.9% |
| No SEN | 89.5% | 89.3% | 88.4% | 86.8% |
Free school meal eligibility
Since the 2022 to 2023 academic year, the proportion of T Level entrants recorded as eligible for free school meals (FSM) at age 15 has increased each year, rising from 18.3% to 22.0% in the 2024 to 2025 academic year. This compares to 25.9% of learners enrolled on large VTQs who were recorded as eligible for FSM at age 15 in the 2024 to 2025 academic year.
Table 9 shows the proportion of T Level entrants who were recorded as eligible for FSM at age 15 across the 2022 to 2023, 2023 to 2024, and 2024 to 2025 academic years. This table also includes the 2024 to 2025 large VTQ comparator cohort.
Table 9: T Level entrants by FSM eligibility at age 15
| FSM status | 2022 to 2023 academic year T Level entrants | 2023 to 2024 academic year T Level entrants | 2024 to 2025 academic year T Level entrants | 2024 to 2025 academic year large VTQ comparator cohort |
|---|---|---|---|---|
| Eligible for FSM | 18.3% | 20.5% | 22.0% | 25.9% |
| Not eligible for FSM | 81.7% | 79.5% | 78.0% | 74.1% |
T Level Foundation Year entrants 2025 to 2026
7,344 learners started T Level Foundation Years (TLFYs) in the 2025 to 2026 academic year, down from 9,228 in 2024 to 2025. This represents a 20% decrease.
In the 2025 to 2026 academic year, TLFYs are delivered by 96 providers across 9 routes, a small reduction from 99 providers in the 2024 to 2025 academic year.
TLFY provision remains concentrated across fewer providers than T Level provision, so changes in delivery by a small number of larger providers can have a marked effect on national entrant numbers. Since the 2024 to 2025 academic year, a small number of large, high-volume providers have reduced the number of routes they deliver for TLFY, affecting several subject routes. The construction route shows the largest decrease in entrants, coinciding with the discontinuation of the onsite construction T Level and no new enrolments to this pathway in the 2025 to 2026 academic year.
Table 10: Entrants to T Level Foundation Year split by T Level route and pathway, 2025 to 2026 academic year
| Route | Year rolled out | Number of entrants in 2025 to 2026 |
|---|---|---|
| Agriculture, Environmental and Animal Care | 2023 to 2024 | 342 |
| Business and Administration | 2022 to 2023 | 1,267 |
| Construction | 2020 to 2021 | 324 |
| Creative and Design | 2024 to 2025 | 248 |
| Digital | 2020 to 2021 | 1,075 |
| Education and Early Years | 2020 to 2021 | 1,254 |
| Engineering and Manufacturing | 2022 to 2023 | 690 |
| Health and Science | 2021 to 2022 | 2,075 |
| Legal, Finance and Accounting | 2022 to 2023 | 69 |
| Total | 7,344 |
Annex: Methodology and data sources
T Level and T Level Foundation Year entrant data 2025 to 2026
Entrant numbers are derived from compulsory data returns submitted by education providers through:
- the Individualised Learner Record (ILR), R04 return – an administrative dataset completed by further education providers delivering education to learners aged 16 or over
- the October Schools Census (SC) – pupil-level data on participation and personal characteristics for learners in state schools
Identifying T Level entrants
Learners are identified as T Level entrants if they have started a learning aim that corresponds to a T Level programme (programme type 31) and that appears as either a:
- generic programme aim in the ILR (learning aim reference ZPROG001)
- T Level technical qualification aim in the SC
Identifying T Level Foundation Year (TLFY) entrants
Learners are identified TLFY entrants if they have started a learning aim that corresponds to the TLFY programme (programme type 30) and that is record as a TLFY aim.
Table 11 lists all T Level and TLFY learning aims included in this publication.
Eligibility criteria and treatment of multiple aims
T Level and TLFY entrants are identified, for this publication, using the following criteria:
- the earliest start date must be between 1 August and 31 July of the academic year of interest
- the learner must have been enrolled for at least the funding threshold, which is 6 weeks (42 days)
- the learner must be recorded as funded as a 16 to 19 student, or a 19 to 24 student with an education, health and care plan (EHCP)
- the learner must have a valid Unique Learner Number (ULN)
These criteria may result in a learner being linked to more than one learning aim. Where this occurs, we select a single relevant learning aim using the following rules:
- the aim with the most recent start date is selected
- if multiple aims still remain, we select an aim based on the alphabetical ordering of provider names
- if there are multiple records with the same provider, one record is selected at random, as this step is low sensitivity
T Level and comparator cohort student characteristics
Student characteristics included
This publication presents statistics on the following student characteristics for T Level entrants in the 2022 to 2023, 2023 to 2024, and 2024 to 2025 academic years:
- sex
- GCSE attainment
- ethnicity
- SEND provision
- free school meal eligibility
The data used for 2022 to 2023 align with the student characteristics published in the 2024 T Level action plan, though some statistics (for example, ethnicity) are presented here at a different level of granularity.
Identifying T Level student characteristics
Learners identified as T Level entrants are matched to the Young Person’s Matched Administrative Dataset (YPMAD) using their ULN. The YPMAD is a lagged dataset, therefore for a given academic year, learners are matched to the previous year’s YPMAD. For example, entrants in 2024 to 2025 are matched to the 2023 to 2024 YPMAD.
The YPMAD is used to derive four of the five student characteristics, using the following variables:
- English and maths GCSE grades at the end of the academic year are used as a measure of prior attainment, missing or invalid entries are removed from the denominator when calculating proportions
- ethnicity recorded at age 15 is used, students with a NULL, NA, ‘Refused’ or ‘Information not yet obtained’ ethnicity are removed from the denominator, we use ONS harmonised ethnic group terms for aggregating ILR and SC data
-
SEN status at age 15 is used, student statuses include:
- learners with SEN code ‘E’ are recorded as having an Education, Health and Care Plan
- learners with SEN code ‘N’ are recorded as having no SEN
- learners with codes ‘A,’ ‘K,’ ‘P,’ and ‘S’ are recorded as having SEN support that is not an EHCP
- missing or invalid entries are removed from the denominator
- FSM eligibility at age 15 is used, missing or invalid entries are removed from the denominator
Providers record learners’ legal sex in the ILR and SC. As with entrant identification, the first compulsory ILR and SC returns of each academic year are used to obtain this variable.
Comparator cohort for student characteristics
T level student characteristics are compared with a large vocational technical qualification (VTQ) comparator cohort. This cohort comprises all entrants who, in the 2024 to 2025 academic year, started a large (1045 guided learning hours or more) level 3 VTQ as their core aim.
The list of qualifications included in this comparator cohort is set out in table 12.
Learners in this comparator cohort are matched to YPMAD using the same method as T Level entrants. Legal sex is again taken directly from ILR and SC data.
Table 11: Learning aim reference and titles used to identify T Level and TLFY entrants
| Learning aim reference | Learning aim reference title |
|---|---|
| ZPROG001 | Generic code to identify ILR programme aims |
| 60358294 | T Level Technical Qualification in Education and Early Years |
| 60358300 | T Level Technical Qualification in Design, Surveying and Planning for Construction |
| 60358324 | T Level Technical Qualification in Digital Production, Design and Development |
| 60369012 | T Level Technical Qualification in Digital Support Services |
| 60369024 | T Level Technical Qualification in Digital Business Services |
| 60369115 | T Level Technical Qualification in Building Services Engineering for Construction |
| 60369176 | T Level Technical Qualification in Onsite Construction |
| 60369899 | T Level Technical Qualification in Science |
| 6037066X | T Level Technical Qualification in Health |
| 6037083X | T Level Technical Qualification in Healthcare Science |
| 61000079 | T Level Technical Qualification in Accounting |
| 6100008X | T Level Technical Qualification in Finance |
| 61001115 | T Level Technical Qualification in Management and Administration |
| 61005162 | T Level Technical Qualification in Design and Development for Engineering and Manufacturing |
| 61006920 | T Level Technical Qualification in Maintenance, Installation and Repair for Engineering and Manufacturing |
| 61009714 | T Level Technical Qualification in Engineering, Manufacturing, Processing and Control |
| 61022263 | T Level Technical Qualification in Legal Services |
| 61029336 | T Level Technical Qualification in Agriculture Land Management and Production |
| 61040915 | T Level Technical Qualification in Craft and Design |
| 61040927 | T Level Technical Qualification in Media, Broadcast and Production |
| 61041580 | T Level Technical Qualification in Animal Care and Management |
| 61051251 | T Level Technical Qualification in Marketing |
| ZTPR0001 | T Level foundation year – Agriculture, Environmental and Animal Care |
| ZTPR0002 | T Level foundation year – Business and Administration |
| ZTPR0003 | T Level foundation year – Catering and Hospitality |
| ZTPR0004 | T Level foundation year – Education and Childcare |
| ZTPR0005 | T Level foundation year – Construction |
| ZTPR0006 | T Level foundation year – Creative and Design |
| ZTPR0007 | T Level foundation year – Digital |
| ZTPR0008 | T Level foundation year – Engineering and Manufacturing |
| ZTPR0009 | T Level foundation year – Hair and Beauty |
| ZTPR0010 | T Level foundation year – Health and Science |
| ZTPR0011 | T Level foundation year – Legal, Finance and Accounting |
Table 12: Learning aim references and titles used to identify entrants to large VTQs
| Learning Aim Reference | Learning Aim Reference Title |
|---|---|
| 60171601 | BTEC National Extended Diploma in Business |
| 60174699 | BTEC National Extended Diploma in Creative Digital Media Production |
| 60184358 | Extended Diploma in Health and Social Care |
| 60171984 | BTEC National Extended Diploma in Health and Social Care |
| 60172290 | BTEC National Extended Diploma in Art and Design |
| 60175886 | BTEC National Extended Diploma in Engineering |
| 60174377 | BTEC National Extended Diploma in Applied Science |
| 60302999 | Cambridge Technical Extended Diploma in Business |
| 60174225 | BTEC National Extended Diploma in Sport and Exercise Science |
| 60173427 | BTEC National Extended Diploma in Computing |
| 60303815 | Cambridge Technical Extended Diploma in Health and Social Care |
| 60330430 | BTEC National Extended Diploma in Animal Management |
| 60304054 | Cambridge Technical Extended Diploma in Sport and Physical Activity |
| 60304546 | BTEC National Extended Diploma in Information Technology |
| 60304595 | BTEC National Extended Diploma in Sport |
| 60172344 | BTEC National Extended Diploma in Performing Arts |
| 60175497 | Advanced Technical Extended Diploma in Animal Management (1080) |
| 60302471 | BTEC National Extended Diploma in Forensic and Criminal Investigation |
| 60308618 | BTEC National Extended Diploma in Construction and the Built Environment |
| 60303098 | Cambridge Technical Extended Diploma in IT |
| 60175850 | BTEC National Extended Diploma in Aeronautical Engineering |
| 60176933 | Extended Diploma for Music Practitioners |
| 60303220 | Cambridge Technical Extended Diploma in Engineering |
| 60330673 | Extended Diploma in Games, Animation and VFX Skills |
| 60175643 | Advanced Technical Extended Diploma in Land and Wildlife Management (1080) |
| 60173518 | BTEC National Extended Diploma in Music Technology |
| 60176830 | Extended Diploma in Creative and Performing Arts |
| 60174596 | Advanced Technical Extended Diploma in Agriculture (1080) |
| 60326797 | BTEC National Extended Diploma in Horticulture |
| 60303025 | Cambridge Technical Extended Diploma in Performing Arts |
| 60326761 | BTEC National Extended Diploma in Agriculture |
| 60174638 | Advanced Technical Extended Diploma in Land‑based Engineering (1080) |
| 60326773 | BTEC National Extended Diploma in Countryside Management |
| 60175874 | BTEC National Extended Diploma in Electrical and Electronic Engineering |
| 60175898 | BTEC National Extended Diploma in Manufacturing Engineering |
| 60303037 | BTEC National Extended Diploma in Enterprise and Entrepreneurship |
| 60306956 | Cambridge Technical Extended Diploma in Laboratory Skills |
| 60175175 | Advanced Technical Extended Diploma in Forestry and Arboriculture (1080) |
| 60190590 | BTEC National Extended Diploma in Equine Management |
| 60303189 | Cambridge Technical Extended Diploma in Digital Media |
| 60174547 | Advanced Technical Extended Diploma in Horticulture (1080) |
| 60175904 | BTEC National Extended Diploma in Mechanical Engineering |
| 60312166 | BTEC National Extended Diploma in Civil Engineering |
| 60160421 | Diploma in Physical Activity, Fitness and Exercise Science |
-
Data for T Levels was derived on a similar basis for the purpose of providing contextual information to support the comparison. Averages include a small number of KS4 approved qualifications other than GCSEs. ↩