Guidance

National technical outcomes: health and science

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): apply knowledge and understanding of scientific theories, concepts and principles to health and science contexts
• learning outcome 2A (LO2A): provide person-centred care to support the health and wellbeing of individuals
• learning outcome 2B (LO2B): follow standard operating procedures to perform laboratory analysis
• learning outcome 3 (LO3): analyse information and data to highlight health and science issues

Learners are typically required to achieve either LO2A or LO2B, depending on the route or specialism being studied.

Introductory rationale

Preparing students for progression to level 3

These NTOs are designed primarily to support progression to either the health T Level or science T Level (both introduced from September 2021), 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 all 3 T Levels within the route. They also allow for technical skills development related to the health T Level, such as providing person-centred care, or skills related to the science T Level, such as laboratory analysis skills.

There is also the opportunity to develop technical skills that apply across both T Levels but in different contexts, such as health and safety and use of tools and equipment. As a result, they provide an insight into the content of both T Levels, enabling students to make informed choices about their next step and which T Level is most appropriate for their needs and aspirations.

Outcome 2 provides a choice. Outcome 2A is focused on providing person-centred care to support the wellbeing of individuals and is aimed at students intending to progress to the T Level in health. Outcome 2B is focused on performing laboratory analysis and is aimed at students who are intending to progress onto the T Level in science. The technical knowledge in both outcomes is applied through practical activity.

The outcomes will provide opportunities for students to learn about different occupations within the route. For example, when learning about supporting the health and wellbeing of individuals, students could be introduced to roles such as nurses, midwives, mental health professionals and therapists. This links with the occupational specialisms of the T Level in health. 

Similarly, when learning about the different types of laboratory analysis techniques, students could be introduced to occupations such as laboratory technicians and food scientists. This links with the occupational specialisms of the T Level in science.

There are opportunities for students to be introduced to the roles and responsibilities of these different occupations and the entry and progression pathways within those occupations. This will enable students to make informed choices about their next step, and which T Level is most appropriate for their career aspirations.

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 hair and beauty route. Learners develop and apply skills in:

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

Through investigative tasks and project-based learning, learners 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 technical skills that students demonstrate and the information and data they will investigate will be relatively straightforward, routine and familiar to students. For example, students would provide person-centred care to individuals with uncomplex needs and laboratory analysis will use routine analysis techniques. 

Providers may want to introduce stretch and challenge for students by introducing contexts that are more complex and unfamiliar. For example, providing person-centred care to individuals with more complex needs or performing laboratory analysis activities that are more complex and require multi-step processes.

Delivering the outcomes holistically

The 3 outcomes can be delivered independently, with each focused on different contexts. LO1 could be delivered as a ‘stand-alone’ outcome. The contexts for either LO2A or LO2B do not have to relate to the investigation carried out in LO3.

Outcomes can also be delivered together. For example, having provided person-centred care (LO2A) students could then analyse data relevant to individuals they provided care for (LO3). An example context could be providing person-centred care for an individual with diabetes and analysing information and data on the changes in the treatment for diabetes over the past 20 years.

Learning outcome 1

Apply knowledge and understanding of scientific theories, concepts and principles to health and science contexts.

This outcome focuses on knowledge and does not include skills or behaviours. It focuses on underpinning scientific knowledge that is fundamental to understanding a range of health and science contexts. 

The outcome introduces theories, concepts and principles that are relevant to the core content of both T Levels in the health and science route. This outcome includes fundamental knowledge of cells, microbiology, particles, acid and bases, waves and ionising radiation. This knowledge is important in all occupations covered by the 2 T Levels in the health and science route, such as laboratory technician, food technician or nursing. 

The outcome is structured into topic areas, and each topic area relates to a scientific concept. It is important that students are not only supported to develop knowledge and understanding of the concepts, but also to apply them to contexts within the health and science sectors. For example, students could learn how the scientific concept of waves is applied to medical diagnosis and treatment of patients using magnetic resonance imaging (MRI) or ultrasound images as the context.

Although some of this scientific knowledge is covered at key stages 3 and 4, students may have misconceptions and gaps in their knowledge related to these topics, which may hinder them when they progress to the T Levels in the health and science route.

In addition to developing technical scientific knowledge, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the health and science route.

Learners develop and apply skills in:

• interpreting scientific information
• analysing concepts
• applying knowledge to unfamiliar health and science contexts

Through contextualised learning activities, learners strengthen their ability to:

• organise and synthesise information
• explain concepts clearly
• evaluate scientific ideas

They also develop independent learning skills, including identifying gaps in understanding and refining their knowledge. These capabilities reflect the analytical, evidence-based and knowledge-driven working practices common in health and science roles and mirror the expectations of T Level study.

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Cells

This includes:

• components in animal cells: structure, function and relationship between these
• transport of substances in and out of cells: types of substances transported, processes for transport, similarities and differences of these processes
• specialised cells: types, functions and adaptations for specific roles

Microbiology

This includes:

• microorganisms: types and characteristics
• pathogens: definition, specific examples and the diseases they cause, transmission and how this spread can be reduced or prevented

Particles

This includes:

• particles: types of particles, states of matter and particle arrangement in different states of matter
• particle movement: relationship between energy and movement in different states of matter and how temperature and pressure can affect energy of particles

Acids and bases

• acids, alkalis, bases and neutral solutions: definitions and properties
• indicators and pH scale, purpose, applications and ways to measure the acidity or alkalinity of a solution
• neutralisation reactions: characteristics and uses

Waves

This includes:

• types, characteristics and properties of waves, and transfer of energy
• electromagnetic waves: types and applications

Ionising radiation

This includes:

• ionising radiation: types, properties, applications and concept of half-life
• hazards of using ionising radiation: effects on the human body and protection measures required

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

• components in animal cells: nucleus, cytoplasm, cell membrane, mitochondria and ribosomes
• microorganisms: bacteria, fungi (yeast and moulds) and viruses
• examples of pathogens and diseases they cause: Streptococcus pneumoniae and pneumonia, Norovirus and vomiting and diarrhoea, human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS)
• transmission of pathogens: direct contact, water, air, unhygienic food preparation and vector
• processes for transport: diffusion, osmosis and active transport
• changes in particle arrangement during chemical reactions
• range of electromagnetic waves: radio waves, microwaves, infrared radiation, visible light, ultraviolet light, X-rays and Gamma rays

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

Examples include:

• components of plant cells: nucleus, cytoplasm, cell membrane, mitochondria, ribosomes, vacuole, cell wall and chloroplast
• similarities and differences between animal and plant cells
• similarities and differences between different specialised cells
• how treatments for diseases caused by bacteria work
• how properties of waves affect their suitability for use within medical diagnosis and treatment
• how properties of ionising radiation affect its suitability for use within medical diagnosis and treatment

Additional level 3 preparation

Additional preparation includes:

• application of scientific principles to complex contexts
• evaluation of scientific evidence and reliability
• analysis of relationships between scientific concepts and real-world applications
• structured explanation of scientific processes and outcomes

Learning outcome 2A

Provide person-centred care to support the health and wellbeing of individuals.

This outcome focuses on providing person-centred care – a fundamental concept for all occupations in the health sector when working with individuals, patients and service users. 

The outcome provides an opportunity to develop technical knowledge in relation to anatomy and physiological systems and how physiological measurements can support the health and wellbeing of individuals by assessing if results and observations are outside of normal parameters. There is also technical knowledge on person-centred care, including:

• the types of personal care activities that are routinely provided
• how this is provided in order to support health and wellbeing

The technical knowledge in this outcome is based on knowledge in the core content and pathway content of the T Level in health. This technical knowledge is applied to enable students to provide person-centred care to support the health and wellbeing of individuals, both through physiological measurement and through providing personal care. This practical application of technical knowledge will provide an insight for students into the type of practical activities and interactions they will be involved in within the health sector. 

This outcome will also provide an opportunity to identify potential challenges students may encounter with the practical aspects of the T Level occupational specialisms. 

In addition to the technical and practical skills, the content of this outcome also allows for the development of the transferable skills of planning and observing, which will be useful not just when working on practical activities, but also when students are planning their own work and as they progress onto level 3 study.

Students will need to read and interpret information, including care plans and standard operating procedures (SOPs), in order to provide person-centred care, and this is reflected in the communication skills. 

When taking physiological measurements and providing personal care, students will need numeracy knowledge and skills to correctly record and interpret measurements, and to measure out and document data related to personal care activities such as a patient’s water intake.

Often there is a requirement for the use of digital technology in the recording of patient data, and this is reflected in the need to develop digital skills that support this and to ensure that personal data is stored securely. 

Students are expected to develop the skills for this outcome through role play situations, with individuals acting as ‘patients’, ‘service users’ and ‘carers’. Other students could take on these roles, but it would also be beneficial if individuals with whom students are unfamiliar undertook these roles to support the development of skills, particularly communicating.

In addition to developing technical knowledge of person-centred care, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the health and science route.

Learners develop skills in:

• interpreting care plans
• applying procedures
• evaluating outcomes in relation to individuals’ needs

Through practical and role-play activities, students strengthen their ability to:

• plan and organise tasks
• communicate effectively
• work collaboratively

They also develop reflective skills by reviewing their performance and responding constructively to feedback. These capabilities reflect the professional, empathetic and safety-focused working practices common in health roles and mirror the expectations of T Level study.

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Anatomy and physiology

This includes:

• physiological systems, including cardiovascular and respiratory: components, structure function and organisation
• expected normal physiological parameters for blood pressure, pulse rate, temperature and respiratory rate
• recognised indicators of good physical health

Health and wellbeing

This includes:

• physiological measurements, including blood pressure, pulse rate, temperature and respiratory rate: purpose, step by step procedures as outlined in SOPs
• personal care: types, purpose and step-by-step procedures

Person-centred care 

• concept: care, compassion, communication, courage, commitment and competence (6Cs)
• implementation of the 6Cs: gaining consent, ensuring privacy and dignity, respecting individuals, follow duty of care and escalating concerns

Health and safety

This includes:

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

Equipment

This includes:

• equipment used to take physiological measurements: characteristics, purpose, safety (including infection control), security, storage, maintenance, operation (including calibration) and applications
• equipment used to provide personal care: characteristics, purpose, safety (including infection control), security, storage, maintenance, operation and applications

Materials, reagents and consumables

This includes:

• materials, reagents and consumables: types, characteristics, purpose, applications and quantities required when taking physiological measurements and providing personal care
• material, reagent and consumable quantities required to ensure minimum wastage

Sustainability

This includes:

• waste management: principles, techniques (refuse, reduce, reuse, repurpose, recycle), procedures and impact on materials, reagents and consumables used when providing person-centred care
• sustainable materials: characteristics, purpose and applications

Information and data

This includes:

• sources of data and information used when providing person-centred care: purpose, typical content, format, terminology and differences between
• types of information and data created when taking physiological measurements and providing personal care
• 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, suitability for different purposes and audiences
• principles of reading:
  • reading for comprehension
  • identifying salient points
  • summarising key points
  • synthesising information from different sources
• listening techniques: active and deep
• non-verbal communication: meaning of different types of body language, types and value of images and support materials as visual aids and 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 supporting health and wellbeing of individuals
• engaging with an audience: techniques for establishing rapport, in conversation, in discussion, in debate, obtaining and clarifying information and presenting proposals

Maths

This includes:

• standard units of measurement: time, temperature, mass, weight, capacity and conversion between units
• measurement: principles, standards, terminology and volume quantities

Digital

This includes:

• software: features, functions, applications for recording and presenting data and information in relation to an individual’s health and wellbeing
• management of digital information and data: classification and organisation, 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.

Provide person-centred care

Learners should be able to:

• prepare self and environment
• practice the 6Cs
• Follow SOPs with attention to detail
• take physiological measurements
• provide personal care
• record information

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 personal protective equipment (PPE) appropriately following agreed procedures
• apply manual handling techniques when lifting, carrying, handling, moving equipment or individuals
• apply handwashing and cleaning techniques

Use of equipment

Learners should be able to apply techniques to effectively use equipment to meet requirements of a task and situation.

Sustainability

Learners should be able to:

• use materials, consumables and reagents to minimise waste when providing person-centred care
• dispose of waste sustainably when providing person-centred care

Planning

Learners should be able to:

• identify discrete steps required to achieve an outcome
• estimate time and resources required to achieve an outcome
• prioritise activities required to achieve an outcome
• sequence activities required to achieve an outcome
• coordinate activities required to achieve an outcome

Physical dexterity

Learners should be able to apply precise and controlled movements when assisting with the health and wellbeing of an individual.

Observing

Learners should be able to identify relevant details of an individual to recognise issues with physical health.

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 provide personal centred care
• apply oral communication techniques to obtain and clarify information and data
• apply oral communication skills to clearly articulate a message
• apply non-verbal communication techniques to support communication
• create documents appropriate to purpose and audience
• engage in discussion, debate or conversation, listening to and responding to questions and feedback
• show respect for others’ views and opinions
• apply an inclusive approach to engaging with others
• apply communication techniques to secure audience understanding
• interpret information and data presented in different formats
• 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 physiological measurement data and data related to personal care accurately

Numeracy

Learners should be able to:

• calculate resource requirements to provide person-centred care
• apply standard units of measure when taking physiological measurements and recording information and data related to providing personal care

Digital

Learners should be able to:

• organise digital information
• store digital information securely
• retrieve digital information
• apply software functions to input and display data in relation to an individual’s health and wellbeing

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Anatomy and physiology

This includes:

• physiological systems: renal system and integumentary system
• expected normal physiological parameters: respiratory volume, oxygen saturation level and body mass index (BMI)
• recognised indicators of good physical health: skin colour, skin condition, body language, mobility and reactions

Health and wellbeing

This includes:

• physiological measurement types: pulse oximetry, body mass index and respiratory volume (peak flow)
• personal care types: apply or replace simple dressing, personal hygiene (washing, dressing, bathing, toileting), feeding and drinking and support with mobility (getting in or out of bed, bathing, sitting, standing, walking)

Equipment

This includes:

• equipment used to take physiological measurements: digital blood pressure monitor, thermometer, watch with second hand, pulse oximeter, weighing scales, tape measure and peak flow monitor
• equipment used for personal care: wheelchairs, walking aids or frames, hoists and slide sheets

Information and data

This includes:

• sources of data and information: care plans, SOPs, equipment manuals
• types of information and data created: physiological measurement results and observations, personal care data such as patient’s daily water intake

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

Examples include:

• taking account of situations that may affect the result of physiological measurements
• extraneous factors that can affect the results obtained from physiological measurements, such as ‘white coat syndrome’
• providing person-centred care to individuals with complex needs

Additional level 3 preparation

Additional preparation includes:

• evaluation of care practices and their effectiveness
• application of risk assessment and safeguarding principles
• assessment of individual needs and care outcomes
• structured documentation of care activities
• professional communication in care settings

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

• professional
• focussed

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

English skills

GCSE critical reading and comprehension

Learners should be able to:

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

Functional skills: reading

Learners should be able to:

• interpret information and data presented in different formats
• summarise information and data

GCSE: spoken language and functional skills: speaking, listening and communication

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

Numeracy skills

GCSE: number

Learners should be able to:

• apply the standard units of measure

Functional skills: using numbers and the number system

Learners should be able to:

• apply standard units of measure
• digital skills

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 record information and data in relation to health and wellbeing of individuals

Learning outcome 2B

Follow standard operating procedures to perform laboratory analysis.

This outcome focuses on technical hands-on analysis skills where students are required to follow SOPs to perform laboratory analysis activities within a scientific laboratory environment. The technical practical skills are relevant to occupations in both the T Level in science and T Level in healthcare science. 

Students will have the opportunity to apply technical knowledge of laboratory analysis techniques through practical application, which will provide an insight into the typical laboratory analysis investigations that are routinely carried out and the requirements of working in a scientific laboratory environment. Students will develop knowledge and skills in the management and use of scientific equipment in order to perform laboratory analysis activities.

This outcome will also provide an opportunity to identify potential challenges students may encounter with the practical aspects of the T Level occupational specialisms. 

Although the focus of this outcome is on technical practical skills development, it provides an opportunity for students to learn about concepts related to health and safety, use of tools and equipment and use of materials in contexts that relate directly to the analysis tasks that they will be completing.

In addition to the technical analysis skills, the content of this outcome also allows for the development of planning skills, a transferable skill which can be useful not just when working on practical activities, but also when planning their own work.

Students will need to read and interpret technical information, including SOPs and equipment instruction manuals, in order to carry out laboratory analysis activities, and this is reflected in the communication skills. 

When performing laboratory analysis activities, students will need numeracy knowledge and skills to correctly record measurements and to measure out materials, reagents and consumables correctly.

Often there is a requirement for the use of digital technology in the recording of results that result from laboratory analysis activities, and this is reflected in the need to develop digital skills that support this and to ensure that recorded data is stored securely. 

In addition to developing technical laboratory skills, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the health and science route.

Learners develop skills in:

• following procedures
• interpreting results
• evaluating the reliability and accuracy of data

Through practical laboratory activities, students strengthen their ability to:

• plan and organise tasks
• manage time
• apply systematic approaches to investigation

They also develop analytical and reflective skills, including:

• reviewing results
• identifying anomalies
• refining methods

These capabilities reflect the precise, methodical and evidence-based working practices common in scientific environments and mirror the expectations of T Level study.

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Laboratory analysis techniques

This includes:

• techniques: types, purpose, suitability and application
• procedure: steps and stages as outlined in SOPs, time and resource requirements

Health and safety

This includes:

• typical health and safety hazards that individuals can create and encounter when performing laboratory analysis activities
• likelihood and severity of health and safety risks associated with typical hazards
• risk assessment: purpose, use and content
• controls used to minimise risks
• techniques used to support healthy and safe working practices, including manual handling

Tools and equipment

This includes the characteristics, purpose, safety, security, storage, maintenance and operation of different types of tools and equipment when performing laboratory analysis activities.

Materials, consumables and reagents

This includes the:

• types and characteristics
• purpose and applications
• quantities required when performing laboratory analysis activities
• quantities required to ensure minimum wastage

Sustainability

This includes:

• waste management: principles, techniques (refuse, reduce, reuse, repurpose, recycle), procedures and impact on materials, reagents and consumables used when performing laboratory analysis activities
• sustainable materials: characteristics, purpose and applications

People (professional behaviours)

This includes:

• definitions
• how behaviours are demonstrated in a scientific laboratory

Information and data

This includes:

• sources of information required when performing laboratory analysis activities: purpose, typical content, format and terminology
• types of information and data created and recorded when performing laboratory analysis activities
• factors to consider when using information and data: confidentiality, privacy, intellectual property and security
• types of documents used to record primary data

Communication

This includes:

• principles of effective communication: conventions of different types of written communication and suitability for different purposes and audiences
• principles for reading:
  • reading for comprehension
  • identifying salient points
  • summarising key points
  • synthesising information from different sources

Maths

This includes:

• numbers and the number system: techniques for the application of the 4 operations (addition, division, multiplication and subtraction)
• standard units of measurement: time, temperature, mass, weight, capacity and conversion between units
• measurement: principles, standards, terminology and volume quantities

Digital

This includes:

• software: features, functions, applications for recording results from laboratory analysis
• management of digital information and data: classification and organisation, naming conventions, storage systems, protection methods, accessibility and formats
• protection of organisational and client data: legal framework, risks, software and procedures

Required skills

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

Laboratory analysis

Learners should be able to:

• prepare environments
• set up equipment
• prepare sample to be analysed
• analyse sample
• record results

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 personal protective equipment (PPE) appropriately following agreed procedures
• apply manual handling techniques when lifting, carrying, handling and moving materials and equipment

Use of tools and equipment

Learners should be able to:

• apply techniques to use tools and equipment to meet requirements of a task and situation effectively

Sustainability

Learners should be able to:

• use materials, consumables and reagents to minimise waste when performing laboratory analysis activities
• dispose of waste sustainably when performing laboratory analysis activities

Planning

Learners should be able to:

• identify discrete steps required to achieve an outcome
• estimate time and resources required to achieve an outcome
• prioritise activities required to achieve an outcome
• sequence activities required to achieve an outcome
• coordinate activities required to achieve an outcome

Physical dexterity

Learners should be able to apply precise and controlled movements when using equipment and materials.

Observing

Learners should be able to:

• identify relevant details of a situation and an environment
• monitor the environment for changes that may affect performing a laboratory analysis activity

Communicating

Learners should be able to:

• interpret information and data presented in different formats
• apply written communication skills to create documents for different purposes with attention to detail
• apply appropriate vocabulary and spelling to documents

Recording

Learners should be able to:

• transcribe information from one source to another
• capture laboratory analysis results data accurately

Numeracy

Learners should be able to:

• calculate resource requirements to perform laboratory analysis activities
• apply standard units of measure to perform laboratory analysis activities

Measuring

Learners should be able to:

• measure materials to the required level of detail

Digital

Learners should be able to:

• organise digital information
• store digital information securely
• retrieve digital information
• apply software functions to record results from laboratory analysis activities

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative example.

Laboratory analysis techniques

This includes:

• simple tests, instrumental techniques and titration

Health and safety

This includes:

• health and safety hazards: sharp objects and broken tools and equipment
• health and safety risks slips, trips and falls
• controls: inspection of equipment, housekeeping and PPE

Information and data

This includes:

• sources of data and information: SOPs and equipment manuals
• types of information and data created: laboratory analysis results and observations

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

Examples include:

• take account of factors that may affect the result of laboratory analysis activities
• relationship between results obtained outside of ‘expected range’ and possible sources of error in analysis techniques
• use of more complex instrumentation to perform laboratory analysis activities

Additional level 3 preparation

Additional preparation includes:

• evaluation of laboratory techniques and accuracy
• application of SOPs in complex contexts
• assessment of reliability and validity of results
• structured recording and reporting of laboratory data
• quality assurance in laboratory practice

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

• focussed
• independent
• integrity

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:

• interpret information and data presented in different formats

Numeracy skills

GCSE: number and Functional skills: using numbers and the number system

Learners should be able to:

• calculate resource requirements to perform laboratory analysis activities
• apply the standard units of measure to perform laboratory analysis 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 record information and data from laboratory analysis activities

Learning outcome 3

Analyse information and data to highlight health and science issues.

This outcome focuses on research investigations to analyse information and data in the context of health and science. There is no technical knowledge for this outcome, as the health and science information and data that students encounter provides the context. There is no expectation that students have technical knowledge in relation to the context of the investigation, although it should be appropriate for this level and be motivating for students.

Core skills include:

• the ability to contribute to research within specific areas of health and science
• working independently from sourced material
• analysing information and data

Learners will need to apply these skills as they progress onto T Levels in the health and science route and beyond in their careers.

This outcome provides the opportunity for students to develop the transferable skills of analysing, investigating and critical thinking to analyse information and data and to highlight issues. These are also skills valuable for preparation to level 3 study.

Students will carry out research investigations where they will encounter written information and data to read and interpret. The development of written communication skills would therefore be through their note taking and synthesis of information and data obtained. The written communication theme is further developed through the production of clear and coherent documentation of the issues students identify, making use of digital technology.

As part of their investigations, students should have the opportunity to analyse data, using basic statistical techniques in order to be able to construct tables, charts and graphs to present information and data to highlight health and science issues. Numeracy skills are included as these will support students in their analysis and interpretation of data.

Digital skills are developed to support the presentation of data in graphical format, which will be enhanced through the development of communication skills.

It is anticipated that students will interact with ‘stakeholders’ to present the issues they have highlighted. This could be by presenting the issues to health panel representatives or non-familiar individuals who are role playing such a group. This is reflected in the communication skills included in the content, which includes oral communication (speaking and listening).

In addition to developing technical knowledge of data analysis in health and science contexts, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the health and science route.

Learners develop and apply skills in:

• analysing and interpreting data
• identifying patterns
• drawing evidence-based conclusions

Through investigative activities, students strengthen their ability to:

• organise information
• evaluate the reliability and validity of data
• present findings in structured formats

They also develop independent learning skills, including refining their analytical approaches and responding to feedback. These capabilities reflect the analytical, evidence-driven and investigative working practices common in health and science roles and mirror the expectations of T Level study.

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Information and data

This includes:

• sources of data and information required to highlight issues: purpose, typical content, format, terminology and differences between
• types of information and data created and recorded when highlighting issues
• factors to consider when using information and data: confidentiality, privacy, intellectual property and security
• types of documents used to record primary data
• key elements of data: qualitative, quantitative, primary, secondary, discrete, continuous, structured and unstructured

Investigation

This includes:

• data collection: methods, purpose, suitability and types of data
• 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 oral communication: 2-way process (send and receive messages), methods (verbal and non-verbal) and styles (formal and informal)
• 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
• vocabulary: technical and non-technical and use to achieve particular effects and for different purposes
• listening techniques: active and deep
• non-verbal communication: meaning of different types of body language, types and value of images and support materials as visual aids and 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 presenting ideas
• engaging with an audience: techniques for establishing rapport, in conversation, in discussion, in debate, obtaining and clarifying information and presenting ideas

Maths

This includes:

• data analysis: techniques used to identify patterns and variances, trends, correlation, causation, interpolation, extrapolation and predictions
• descriptive statistics: purpose, suitability for different situations, techniques – frequency, central tendency (mean, median, mode) and variation (range)
• data presentation: techniques and formats

Digital

This includes:

• the features, functions and applications of software to present highlighted issues
• management of digital information and data: classification and organisation, naming conventions, storage systems, protection methods, accessibility and formats
• online or internet searches: techniques used to carry out and refine searches, search engine optimisation and its implication for search results

Required skills

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

Analysing

Learners should be able to:

• identify common features in information
• organise common features into types
• discern patterns in information
• deconstruct information
• classify information
• order information

Investigating

Learners should be able to:

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

Critical thinking

Learners should be able to:

• apply effective questioning to elicit information
• evaluate pros and cons of information provided
• review information from different perspectives
• apply logic and reasoned argument to information presented
• draw evidence-based conclusions

Communicating

Learners should be able to:

• synthesise information and data from different sources
• engage an audience
• summarise information and data with attention to detail
• apply technical language in relevant contexts
• apply active listening techniques when presenting ideas
• apply oral communication skills to clearly articulate a message with attention to detail
• 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
• interpret information and data presented in different formats
• apply appropriate vocabulary, grammar, form, structural and organisational features to reflect audience, purpose and context

Numeracy

Learners should be able to:

• construct tables, charts, graphs to present information and data
• apply statistical techniques to analyse data

Digital

Learners should be able to:

• organise digital information
• store digital information securely
• retrieve digital information
• apply software functions to present highlighted issues

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative example.

Information and data

This includes:

• the sources of data and information, including the range of sources used

Investigation

This includes:

• data collection types, including the range of information and data collected, both qualitative and quantitative

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

Examples include:

• complexity of the information and data that is used from different sources to analyse
• suitability of issues presented in relation to purposes and audience, such as technical and non-technical audiences

Additional level 3 preparation

Additional preparation includes:

• advanced data analysis techniques in health and science contexts
• evaluation of data reliability and validity
• interpretation of trends and patterns in data
• structured reporting of analytical findings
• comparative analysis of data sets

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

• independent
• perceptive
• focussed
• respectful

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

English skills

GCSE: critical reading and comprehension

Learners should be able to:

• synthesise information and data from different sources

GCSE: writing and Functional skills: writing

Learners should be able to:

• apply written communication skills to clearly articulate a message
• produce clear, coherent texts
• apply appropriate vocabulary, grammar, form, structural and organisational features to reflect audience, purpose and context

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

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

Functional skills: reading

Learners should be able to:

• interpret planning information and data presented in different formats
• summarise information and data

Numeracy skills

GCSE: statistics

Learners should be able to:

• interpret and construct tables, charts and diagrams
• interpret, analyse and compare distributions using appropriate measures of central tendency (mean, median and mode) and measures of spread

Functional skills: handling information and data

Learners should be able to:

• calculate the mean, median, mode and range of a data set
• estimate the mean from grouped data
• use the mean, median, mode and range to compare sets of data
• interpret and compare distributions using measures of central tendency and spread

Digital skills

Functional skills: using devices and handling information

Learners should be able to:

• organise digital information
• store digital information securely
• retrieve digital information
• carry out and refine internet searches for information and data

Functional skills: creating and editing

Learners should be able to apply:

• software functions to present highlighted issues
• advanced software functions to present highlighted issues