Guidance

National technical outcomes: education and early years

Updated 22 October 2026

Applies to England

T Level foundation year: national technical outcomes includes a glossary of key terminology, background information and guidance for all national technical outcomes (NTOs).

Learning outcomes

Learning outcomes describe what students will be able to do after a period of learning.

Each learning outcome can be delivered independently or in combination.

The purpose of this subject content is to enable students to apply their knowledge, understanding and skills to achieve the following learning outcomes:

• learning outcome 1 (LO1): plan learning activities to support children’s development
• learning outcome 2 (LO2): prepare environments for learning activities to support children’s development
• learning outcome 3 (LO3): contribute to the assessment of children’s development

Introductory rationale

Preparing students for progression to level 3

These NTOs are designed to support progression to the T Level in education and early years (introduced from September 2020, previously titled education and childcare), while also providing a foundation for progression to other relevant level 3 destinations.

The outcomes introduce theories, concepts and principles that are relevant to the core of the T Level. The outcomes also allow for technical skills development related to the T Level in education and early years occupational specialisms, such as:

• planning and preparing for learning activities
• observing children to contribute to the assessment of their development and support their progress

The outcomes provide a foundation that supports the content of all occupational specialisms within the T Level in education and early years. This enables learners to make informed choices about their next step and which occupational specialism is most appropriate for their needs and aspirations.

The outcomes provide opportunities for students to learn about different occupations within the education and early years route. For example, when contributing to the assessment of children’s development, students learn about the purpose of observation, leading to an opportunity to learn about the roles of assessors, coaches, teachers and early years practitioners and the entry and progression pathways within those occupations. This enables students to make informed choices about their next step onto a T Level.

Developing learning and employability skills

In addition to developing technical knowledge and skills, the NTOs support the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the education and early years route.

Learners develop and apply skills in:

• analysing developmental information
• interpreting evidence
• solving problems
• communicating technical ideas

Through investigative tasks and project-based learning, students develop the ability to:

• plan and organise their work
• manage time
• work independently
• respond constructively to feedback

These capabilities reflect the analytical, collaborative and project-based working practices common in the sector roles and mirror the expectations of T Level study, where learners are required to undertake:

• research
• apply knowledge to unfamiliar situations
• manage extended technical tasks and projects

Setting the level to meet individual student needs

For level 2, the learning activities that learners plan for will be relatively straightforward and routine. They will focus on children without complex needs whose development is as expected. When preparing environments for learning activities, these will be familiar to students.

Providers may want to introduce stretch and challenge for students by introducing the planning of learning activities for children with complex needs, and whose development is not as expected in one or more of the primary areas of development.

Delivering the outcomes holistically

Outcomes can be delivered independently, with each outcome focussed, for example, on different age ranges. This allows for students to explore different settings and types of learning activities. It also supports students to develop ideas for learning activities that are ambitious and aspirational but do not have to be the activities that students prepare environments for. Separating the planning of learning activities and preparation for learning activities ensures that each context supports learners’ progression and abilities.

Outcomes can also be delivered together. For example, having planned learning activities (LO1), learners could then prepare environments for these activities (LO2) and then apply their observation skills to contribute to the assessment of children’s development during the planned learning activities (LO3).

The holistic nature of this type of delivery will need to ensure that students have the capability to follow the outcomes throughout and are not penalised and restricted by any initial ideas and plans to meet subsequent outcomes.

Learning outcome 1

Plan learning activities to support children’s development.

This outcome focuses on planning learning activities to support development in children.

Learners will produce plans for learning activities. It provides an opportunity to develop fundamental knowledge in relation to child development, including:

• expected patterns of development
• factors that can impact on expected milestones

This knowledge is fundamental to the study of education and early years and is included in the core of the T Level.

Learners will also develop knowledge of different learning activities and the resources required for these activities. They will then be able to apply this knowledge to plan learning activities that will promote and support children’s development.

The outcome provides an opportunity to develop the transferable skills of planning and investigating, as well as creativity skills to support students to plan learning activities. These skills will also support progression to the T Level in education and early years, where students are required to work with others to plan and provide learning activities to meet children’s development needs. 

Communication skills are developed with a focus on written communication (reading and writing). It is envisaged that students will be provided with a range of information in different formats to read and interpret. The development of written communication skills will be through learners’:

• note taking
• synthesis of information obtained
• production of clear and coherent documentation in the form of plans for learning activities

When planning learning activities, learners should also have the opportunity to develop contextualised numeracy skills as they calculate requirements for learning activities, including quantities of materials, space requirements and staffing ratios. 

Learners will also need to develop digital skills to create plans for learning activities and to manage information digitally, much of which will be confidential. 

It is envisaged that learners will be provided with child profiles and other relevant information, setting out the requirements for learning activities. Learners will then use this information to develop their plans for learning activities.

In addition to developing technical knowledge of child development and learning activities, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the education and early years route.

Learners develop and apply skills in:

• analysing information about children’s development
• interpreting evidence from a range of sources and applying this to plan learning activities

Through investigative tasks and planning activities, learners develop the ability to:

• organise their work
• manage time
• evaluate information
• communicate ideas clearly through structured documentation

These capabilities reflect the analytical, collaborative and reflective working practices common in education and early years roles and mirror the expectations of T Level study, where learners are required to:

• interpret information
• justify decisions
• produce structured plans in professional contexts

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Child development

This includes:

• primary areas of development from birth to 7 years:
  • definitions and characteristics
  • expected patterns and key milestones for communication and language
  • physical development
  • personal, social and emotional development (including self‑regulation)
  • cognitive development.
• factors impacting on the primary areas of development

Learning activities

This includes:

• learning activities to support primary areas of development:
  • types, characteristics, components and purpose
  • suitability to meet development needs
  • suitability for different age groups
  • suitability to engage, enable, motivate and challenge
• the concept of learning goals and different ways these are expressed
• factors to consider when planning learning activities

Resources for learning activities

This includes:

• environments and equipment: types, characteristics and suitability for planned activities
• materials: purpose, quantities required and applications
• staffing and space needed for different learning activities

Information and data

This includes:

• sources of data and information used to plan learning activities: purpose, typical content, typical format and terminology
• factors to consider when using information and data: confidentiality, privacy, intellectual property and security

Investigation

This includes:

• validity of information and data: accuracy, reliability, currency and bias
• referencing of sources: techniques used to reference sources directly, paraphrasing and different types of sources

Communication

This includes:

• principles of effective communication: 2-way process (send and receive messages), methods (verbal and non-verbal), styles (formal and informal), conventions of different types of written communication and suitability for different purposes and audiences
• principles of reading:
  • reading for comprehension
  • identifying salient points
  • summarising key points
  • synthesising information from different sources
• spelling, punctuation, and grammar (SPaG): punctuation markers, grammatical conventions and spelling of key technical and non-technical terminology

Maths

This includes:

• standard units of measurement: area, weight, volume and time
• numbers and the number system: techniques for application of the 4 operations (addition, multiplication, division and subtraction), working with whole numbers, fractions, decimals and percentages
• techniques for checking calculations: estimation and approximation
• measurement: principles, standards, terminology, linear and area and volume quantities

Digital

This includes:

• the features, functions and applications of software for creating and formatting documents
• management of digital information and data: classification and organisation, and naming conventions, storage systems, protection methods, accessibility and formats

Required skills

In working to achieve the learning outcome, students must be able to demonstrate the following skills.

Planning

Learners should be able to:

• identify discrete steps required to achieve an outcome
• estimate time and resources required for an outcome
• prioritise activities to achieve an outcome
• sequence activities to achieve an outcome
• identify health and safety requirements for an outcome

Investigating

Learners should be able to:

• develop search criteria to support an investigation
• identify sources of information and data required for an investigation
• reference sources of information
• interrogate information and data for validity

Creativity

Learners should be able to:

• apply lateral thinking to consider opportunities from different perspectives
• make novel connections between ideas
• recognise ideas, alternatives, and possibilities
• form ideas iteratively

Communicating

Learners should be able to:

• synthesise information and data from different sources
• summarise information and data
• apply written communication skills to clearly articulate a message with attention to detail
• produce clear and coherent texts
• interpret information and data presented in different formats
• apply appropriate vocabulary, grammar and form to reflect the purpose and context for a document

Numeracy

Learners should be able to apply:

• standard units of measurement to calculate area, weights, volumes and time
• the 4 operations to calculate requirements for learning activities: time, quantities of materials, equipment and space
• ratio notation to calculate staffing requirements

Digital

Learners should be able to:

• apply software functions to create and format documents
• organise digital information
• store digital information securely
• retrieve digital information

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Child development

This includes:

• primary areas of development: social, emotional and behavioural
• expected patterns of development and key milestones across age range: 7 to 19 years
• factors impacting on primary areas of development: background, health and wellbeing

Learning activities

This includes:

• types of learning activities: adult led, child initiated, whole class and small group and individual activities
• different environments: indoor and outdoor, social and community settings and specialised environments such as forest schools

Information and data

This includes sources of information and data:

• session plan templates
• individual child profiles
• staffing ratios
• policies
• available space in the setting

Illustrative examples of areas where learners may develop greater depth of knowledge and understanding for stretch and challenge

Examples include:

• how expected transitions and unexpected transitions can impact on expected patterns of development
• developing learning activities to meet specific individual needs – for example, children with special educational needs and disabilities and those who speak English as an additional language
• developing learning activities with a specific focus – for example, to support healthy eating, or to promote sustainability
• how theories of development can be used to inform the planning of learning activities

Additional level 3 preparation

Additional preparation includes:

• advanced approaches to planning learning activities for diverse developmental needs
• evaluation of observational and developmental evidence to inform planning decisions
• assessment of reliability and validity of information used in planning
• structured documentation of learning activity plans for professional practice
• reflective evaluation of planning effectiveness and outcomes

Work-related behaviours that may be demonstrated through engagement with this learning outcome include:

• perceptive
• focussed

Mapping of opportunities to support students’ development of English, numeracy and digital skills

English skills

GCSE: critical reading and comprehension and Functional skills: reading

Learners should be able to:

• synthesise information and data from different sources
• summarise information and data
• interpret information presented in different formats

GCSE: writing and functional skills: writing

Learners should be able to:

• apply technical language in relevant contexts
• apply written communication to produce formal reports following standard conventions
• apply written communication skills to clearly articulate a message
• write for impact
• apply appropriate vocabulary, grammar, form, structural and organisational features to reflect audience, purpose and context

Numeracy skills

GCSE: number

Learners should be able to:

• apply the 4 operations to calculate resource requirements for learning activities

GCSE: ratio, proportion and rates of change

Learners should be able to:

• use ratio notation
• apply ratio to calculate staffing requirements

GCSE: geometry and measures

Learners should be able to:

• estimate areas required to undertake learning activities
• apply formulae to calculate area

Functional skills: using numbers and the number system

Learners should be able to:

• apply formulae to calculate area.

Functional skills: solving mathematical problems and decision-making

Learners should be able to:

• estimate areas required to undertake learning activities

Digital skills

Functional skills: using devices and handling information

Learners should be able to:

• organise digital information
• store digital information securely
• retrieve digital information

Functional skills: creating and editing

Learners should be able to:

• apply software functions to create and format learning plan documents

Learning outcome 2

Prepare environments for learning activities to support children’s development.

This outcome focuses on preparing environments for learning activities that will support children’s development. This is an activity that students at this level are likely to be asked to undertake in any education and early years settings and can be carried out successfully within a provider setting.

Fundamental to this outcome is the development of knowledge of health and safety to ensure that any learning environment is safe for children to undertake learning activities.

Learners will need knowledge of different types of equipment and how to set up the equipment correctly and safely. They will also need to know about materials, products and consumables that could be required, so that these can be prepared. This could include anything from books or toys, to water, sand or paint.

The outcome also provides an opportunity for learners to consider sustainability when preparing environments in terms of the use and disposal of any materials, products and consumables that are used.

This outcome provides an opportunity for learners to develop hands-on technical skills in the preparation of an environment, including correctly setting up equipment and resources required for specified learning activities. This supports progression to the T Level in education and early years and across occupations in the sector, where learners will prepare environments and interact with children during learning activities. The inclusion of a practical outcome that can be undertaken within any provider setting is considered important to motivate and engage students by applying practical knowledge.

Learners will need to read and interpret:

• information that specifies the learning activity to prepare the environment
• risk assessments
• instructions for equipment and resources

This is reflected in the communication skill included within this outcome.

Learners could make use of learning plans they have developed themselves for specific learning activities, or they could be presented with plans developed by others. The outcome could provide the opportunity for students to consider preparation for learning activities for children of different age ranges and in different environments, such as indoor and outdoor spaces, and specialised settings.

In addition to developing technical knowledge of learning environments, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the education and early years route.

Learners develop skills in:

• interpreting requirements
• organising resources
• applying structured approaches to preparing environments for learning

Through practical activities, learners strengthen their ability to:

• plan tasks
• manage time
• work collaboratively while responding constructively to feedback on their learning to improve future performance

These capabilities reflect the organised, collaborative and safety-conscious working practices common in education settings and mirror the expectations of T Level study.

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Health and safety

This includes:

• typical health and safety hazards that individuals can create and encounter when preparing environments for learning activities
• likelihood and severity of health and safety risks associated with typical hazards
• controls used to minimise risks
• risk assessment: purpose, use and content
• organisational health and safety policies, their role in meeting legal requirements and typical employee responsibilities
• cleaning procedures used to maintain safe and hygienic environments: pre-cleaning, sanitising, disinfecting, rinsing, drying and handwashing
• techniques used to support healthy and safe working practices, including manual handling

Equipment

This includes:

• equipment: types, purpose, safety (including infection control), security, storage, maintenance and operation
• materials, products, and consumables: types, characteristics, purpose, applications, qualities and different types used to achieve objectives
• material quantities required to ensure minimum wastage
• factors affecting choice of materials: sustainability, cost, availability, durability, form and suitability for purpose

Sustainability

This includes:

• waste management: principles, techniques (refuse, reduce, reuse, repurpose, recycle) and procedures and impact on materials and products used in learning activities
• sustainable materials: characteristics, purpose, and applications

Information and data

This includes the sources of information required to set up equipment and environments, including their:

• purpose
• typical content
• format
• terminology
• differences

Communication

This includes the principles of reading:

• reading for comprehension
• identifying salient points
• summarising key points
• synthesising information from different sources

Required skills

In working to achieve the learning outcome, students must be able to demonstrate the following skills.

Prepare environments

Learners should be able to:

• clean equipment
• check equipment, materials, products and consumables are safe and suitable for use, with attention to detail
• set up equipment, materials, products and consumables for safe use with attention to detail
• organise environment to meet learning activity requirements

Health and safety

Learners should be able to:

• assess a situation for potential adverse effects
• assess an area for potential health and safety risks
• establish a safe working area
• apply manual handling techniques when lifting, carrying, handling and moving equipment
• apply handwashing techniques
• apply cleaning techniques to equipment and environment

Use of equipment

Learners should be able to:

• prepare equipment for effective use as required by the learning activity
• inspect equipment for defects and potential safety issues
• apply techniques to effectively use equipment to meet requirements of a task and situation

Sustainability

Learners should be able to:

• use materials, products, and consumables sustainably to minimise waste when preparing learning environments
• dispose of waste sustainably when preparing learning environments

Physical dexterity

Learners should be able to apply precise and controlled movements to set up equipment and materials when preparing learning environments

Communicating

Learners should be able to interpret information and data presented in different formats.

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Health and safety

This includes:

• health and safety hazards: sharp objects, small objects (choking hazard) and broken equipment
• health and safety risks: slips, trips and falls
• controls: inspection of equipment, infection control and housekeeping

Information and data

This includes the sources of information required to set up environments:

• learning plans and instructions for equipment set up and use
• safety instructions for use of equipment and materials

Prepare environments

This includes the range of environments:

• indoor and outdoor
• community settings
• specialised settings such as forest schools

Equipment

This includes the range of equipment:

• soft play equipment
• role play equipment
• slides and bikes

Illustrative examples of areas where learners may develop greater depth of knowledge and understanding for stretch and challenge

Examples include:

• preparing an environment and equipment to support a child with complex or specific needs, such as a physical disability
• preparing for a learning activity in an unfamiliar environment
• knowledge of budgets, budget controls and costing of materials, products and consumables and the impact on the preparation of environments for learning activities
• developing risk assessments for learning activities

Additional level 3 preparation

Additional preparation includes:

• evaluation of learning environments in relation to developmental outcomes
• application of risk assessment principles in educational settings
• assessment of resource suitability for diverse learner needs
• structured planning and organisation of learning environments
• professional standards for safe and inclusive learning environments

Work-related behaviours that may be demonstrated through engagement with this learning outcome include:

• self-controlled
• responsible

Mapping of opportunities to support students’ development of English skills

English skills

GCSE: critical reading and comprehension

Learners should be able to:

• synthesise information from different sources
• interpret learning plans, risk assessments and information related to equipment presented in different formats
• summarise information

Functional skills: reading

Learners should be able to:

• interpret learning plans, risk assessments and information related to equipment presented in different formats
• summarise information

Learning outcome 3

Contribute to the assessment of children’s development.

This outcome focuses on the use of observation to contribute to the assessment of children’s development.

It provides an opportunity for learners to develop their observation skills so they can accurately record pertinent information that can be used to assess children’s progress against expected patterns of development.

The use of observation techniques and the ability to carry out and accurately record observational assessments is a key requirement across occupations within the education and early years sector and will support progression to the T Level in education and early years, where students are expected to use formative and summative assessment to track children’s progress.

Across all age ranges of education and childcare, effective observation is essential to planning appropriate developmental activities and interventions. To ensure observations are effective, learners require knowledge of:

• the primary areas of development
• expected patterns of development

They also need to develop an understanding of the different types of observations and how to conduct effective observations. It is important that learners understand how observations contribute to the different types of assessment used to monitor children’s development so that relevant information is recorded.

Learners could observe actual children in a setting if they are able to. They could also observe videos of children if actual observation is not possible. 

It is envisaged that learners will interact with a ‘senior colleague’ to report on their observations. This could be, for example, through role plays with peers or with employer representatives. This is reflected in the oral communication skills included in the content.

Learners will also document their observation findings in written format, making use of digital technology. Knowledge and understanding of organising and securely storing information and data is important, as the information learners record in relation to children is confidential.

In addition to developing knowledge of assessment approaches, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the education and early years route. Learners develop and strengthen their ability to:

• observe, analyse and interpret information about children’s development
• communicate their findings appropriately

Through assessment activities, learners strengthen their ability to:

• evaluate evidence
• organise information
• reflect on outcomes

These capabilities mirror T Level expectations.

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Child development

This includes:

• the primary areas of development from birth to 7 years:
  • definitions and characteristics
  • expected patterns and key milestones for communication and language
  • physical development
  • personal, social and emotional development (including self‑regulation)
  • cognitive development.
• factors impacting on the primary areas of development

Observations

This includes:

• methods of observation: types, characteristics, applications and suitability for different purposes
• factors to consider when undertaking observation: accuracy, objectivity, confidentiality and recognising bias
• purposes of observation: identify developmental progress, inform planning and adhering to national assessment requirements

Assessment

This includes:

• national assessments: purpose and information requirements for different age ranges
• types of assessments: characteristics and purpose

People

This includes:

• equity, diversity and inclusion:
  • definitions, principles and typical content of organisational policies
  • the value of an equal, diverse and inclusive workforce for an organisation
  • potential issues associated with different roles and activities
  • reasonable adjustments
  • the effect of unconscious bias on performance
• ethics: definition and characteristics of ethical behaviour
• team dynamics:
  • characteristics of effective teams
  • team formation and development principles and processes
  • team dynamics and expectations of effective team members
  • qualities of an effective team member
  • roles and responsibilities of team members
• professional behaviours: definitions and how behaviours are demonstrated

Information and data

This includes:

• types of information and data created and recorded when reporting on children’s development
• factors to consider when using information and data: confidentiality, privacy, intellectual property and security

Communication

This includes:

• principles of effective communication: 2-way process (send and receive messages), methods (verbal and non-verbal), styles (formal and informal), conventions of different types of written communication and suitability for different purposes and audiences
• listening techniques: active and deep
• non-verbal communication:
  • meaning of different types of body language and how they may be presented
  • types and value of images and support materials as visual aids
  • impact of non-verbal communication to support comprehension of key messages
• oral communication: pitch, tone and intonation and their impact on how a message is received
• positive communication: techniques and their application to contributing to observation and assessment
• engaging with an audience: techniques for establishing rapport, in conversation, in discussion, in debate, obtaining and clarifying information and presenting findings

Digital

This includes:

• software: feature, functions and applications for creating and formatting documents
• management of digital information and data: classification and organisation, naming conventions, storage systems, protection methods, accessibility and formats
• protection of information in relation to children: legal framework, risks, software and procedures for sharing information

Required skills

In working to achieve the learning outcome, students must be able to demonstrate the following skills.

Observing

Learners should be able to:

• identify relevant details of children’s engagement during a learning activity
• monitor the environment for any risks to children
• listen to comments and questions children make during learning activities

Team working

Learners should be able to work with others towards achieving objectives.

Communicating

Learners should be able to:

• synthesise information and data from different sources
• engage an audience
• summarise information and data
• apply technical language in relevant contexts
• apply active listening techniques to report observation findings
• apply oral communication techniques to obtain and clarify information and data
• apply oral communication skills to clearly articulate a message
• apply written communication techniques to produce formal reports following standard conventions
• apply written communication skills to clearly articulate a message
• apply non-verbal communication techniques to support communication
• create documents appropriate to purpose and audience
• write for impact
• engage in discussion, debate and conversation, listening to and responding to questions and feedback
• show respect for others’ views and opinions
• apply communication techniques to secure audience understanding
• apply appropriate vocabulary, grammar, form, structural and organisational features to reflect audience, purpose and context

Recording

Learners should be able to:

• transcribe information from one source to another
• capture information from observations accurately

Digital

Learners should be able to:

• organise digital information
• store digital information securely
• retrieve digital information
• apply software functions to create and format documents

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Child development

This includes:

• primary areas of development: social, emotional and behavioural
• expected patterns of development and key milestones across age range: 7 to 19 years
• factors impacting on primary areas of development: background, health and wellbeing

Observations

This includes methods of observation:

• informal and formal
• timescale for observations

Illustrative examples of areas where learners may develop greater depth of knowledge and understanding for stretch and challenge

Examples include:

• observations of children with special educational needs and disabilities
• making recommendations for future learning activities to support identified developmental needs based on findings of observations
• how technology can support the observation process
• structured observational assessment techniques and recording methods

Additional level 3 preparation

Additional preparation includes:

• evaluation of developmental evidence against expected milestones
• assessment of reliability and bias in observational data
• professional documentation and reporting of assessment outcomes
• reflective evaluation of assessment practice

Work-related behaviours that may be demonstrated through engagement with this learning outcome include:

• perceptive
• empathetic
• respectful

Mapping of opportunities to support students’ development of English and digital skills

English skills

GCSE: critical reading and comprehension and Functional skills: reading

Learners should be able to:

• synthesise information from different sources
• summarise information

GCSE: spoken language and Functional skills: speaking, listening and communicating

Learners should be able to:

• apply communication techniques to secure audience understanding
• apply technical language in relevant contexts
• apply oral communication skills to clearly articulate a message
• engage in discussion, listening to and responding to questions and feedback
• apply non-verbal communication techniques to support communication of key messages

Digital skills

Functional skills: using devices and handling information

Learners should be able to:

• organise digital information
• store digital information securely

Functional skills: creating and editing

Learners should be able to apply software functions to create and format documents.