Case Study: T Level Building Services Engineering for Construction at Blackpool and the Fylde College

Roy Alojeil, Curriculum Leader for Construction at Blackpool and The Fylde College, shares his experience of delivering the T Level in Building Services Engineering for Construction with Eduqas:

Can you tell us a little about your role and department?

My name is Roy Alojeil, and I’m the Curriculum Leader for Construction at Blackpool and The Fylde College. I oversee the Electrotechnical engineering, as well as the Carpentry and Joinery department.

I’ve been involved with T Levels since the pilot phase, from the very first generation. For the last year or so, I’ve also been working closely with Chauvan from Eduqas on everything related to T Levels, including collaboration days which are run with the Education Training Foundation, webinars, and communities of practice with the Association of Colleges. It’s something we’re really keen on.


How long have you been working with Eduqas?

We moved to Eduqas when we introduced T Levels in Building Services Engineering for Construction. Around the same time, the GCSEs we deliver also moved over to Eduqas. Previously, those qualifications were with other awarding bodies, but they transitioned around two or three years ago.

We’re now fully with Eduqas as a centre. There was really good feedback about Eduqas as an awarding body, and for GCSEs especially, the college wouldn’t have moved unless there were clear benefits. We’ve been working with Eduqas for a few years now.


What do you see as the strengths of T Levels?

T Levels are a very good qualification for what they’re designed to do. They map really well into apprenticeships and work very effectively with employers, particularly in terms of employer engagement.

They also develop the skills learners need to succeed, not just technically, but in terms of soft skills as well. We can train anyone to use tools, but presenting, writing reports, thinking on their feet, and critical thinking are the skills that T Levels really develop.

Placements have a huge impact on learners, giving them exposure to industry and a real understanding of what the job looks like. Because T Levels are equivalent to A Levels, learners are expected to work at that level, which encourages them to aim higher and achieve more. I really like T Levels as a qualification, I think they’re very good at ensuring learners succeed.

How have learners and staff responded to T Levels?

At the beginning, during the first generation of T Levels, there was some uncertainty among our learners, and as educators, we were still finding our feet as well.

As we became more familiar with T Levels, we were able to give clearer guidance, especially around employer engagement. Having placements and employer involvement built into the qualification has allowed us to shape our curriculum using feedback from industry, not just the specification.

It’s clearly the direction of travel. We currently run two occupational specialisms (of the T-level BSE), Electrotechnical Engineering and Plumbing & Heating engineering.


What’s been the best thing about teaching T Levels for you?

For me, it’s the calibre of learners attracted to T-Levels. They come to the course, motivated, eager to improve and they engage with critical and logical thinking.

It’s also beneficial for us as educators. If you’ve been teaching for a while, it’s easy to become a bit removed from industry. T Levels reconnect us with employers, new technologies, and industry developments through placements and Continuing Professional Development (CPD).

The most rewarding part of teaching on this course is seeing the different destinations that students continue onto, such as apprenticeships, employment or higher education. Here at Blackpool and Flyde we have a lot of students that decide to continue onto an apprenticeship, which can be fast tracked with this course.


How have you found the Eduqas resources?

The resources from Eduqas are very helpful, particularly for the occupational specialisms. Previously with other awarding bodies, those specific resources were missing.

The materials now available with Eduqas give learners content that’s directly mapped to the qualification, and they help teachers understand what to teach and the depth required. Worksheets, PowerPoints, and other resources align well with the specification, and they’ve been updated for the new qualification. I’m really looking forward to using them more extensively next year.


How have you found the support from Eduqas?

Chauvan, our Eduqas T Level represenative, has been brilliant. She’s my main point of contact and has been incredibly supportive.

She’s always involved in the T Level days we run, and when she’s visited the college, she’s been able to answer questions straight away, provide links, and share resources on the spot. I was also recently on a call with the Association of Colleges where Chauvan was present.

Although I don’t deal directly with awarding bodies day to day, you always hear about issues when things go wrong. I’ve never heard anything negative about Eduqas, and Chauvan in particular has been a real asset.


Have you been involved in any CPD or professional learning with Eduqas?

I haven’t taken part as a participant, but I’ve worked with Eduqas on CPD. I’ve worked with Chauvan to help create CPD for colleagues.

We host T Level days through the Education Training Foundation where educators come together to share good practice, discuss industry developments, and learn from each other. Having awarding bodies present at those events really helps build relationships and gives colleagues confidence that support is there when they need it.


What advice would you give to other colleges considering T Levels with Eduqas?

I would recommend T Levels with Eduqas. With the ongoing education reforms and the level of investment going into them, they’re clearly the way forward.

I’m always happy to support other colleges, and I know the team at Eduqas are more than willing to help with resources and guidance. 

I’m looking forward to continuing to work with Eduqas as assessments progress. We’re entering the first full assessment cycles now, and I’m optimistic about how that will go.