The Apprenticeship Pathway has been been developed to include a series of professional learning experiences for those involved in Apprenticeship planning, delivery and support to familiarise themselves with new processes and best practices.
This is not exclusive to those who deliver Apprenticeships, and those who would simply like to know more about how the courses are organised and delivered are welcome to join. These professional learning experiences will be repeated throughout the year and do not have to be attended in a particular sequence.
As part of teaching on apprenticeships, it is necessary to develop clear lesson plans which helps to structure the teaching session, and may be asked for during regulatory inspections. At the University of Suffolk, there is a standard template which has been developed to ensure that all required components of teaching and the learning experience are covered. You can download the template below, and view an example which illustrates expectations.
As part of teaching on apprenticeships, the Course Team will need to develop a Group Profile for each Apprenticeship cohort.
The Group Profile includes a summary or prompts of how you (as a course team) will support and challenge your Apprentices to create an inclusive and anticipatory environment that promotes equality of opportunity. This is not about writing a detailed log of the capabilities of each Apprentice, it is about identifying key strategies you will use to support the development of skills, knowledge, and behaviour, and meet the needs of your Apprentices.
Each Apprentice in the cohort should have at least two support strategies and two challenges strategies which are reviewed and modified appropriately throughout their studies and based upon the progress they are making. Some strategies may have been developed from the Screening Assessment and detailed on the Reasonable Adjustments Form, and these which must be implemented fully and consistently across all aspects of the learning experience.
At the University of Suffolk, there is a standard Group Profile template which has been developed to ensure that all required components of teaching and the learning experience are covered. You can download the template below,. An example can be found on the front page.
Professional learning experiences designed to promote outstanding practice for research, innovation, scholarship, professional practice and / or employer engagement, to enhance the student experience and promote educational gain
| Engagement | Supporting Evidence based teaching | ||
| Essential training |
|
Regulation of Apprenticeships In this session, you will explore external regulation of Apprenticeships in the UK, the roles of stakeholders, and internal monitoring at the University of Suffolk. |
|
A range of developmental opportunities to empower staff to deliver a consistently excellent and transformative student experience through creative, inspiring, and stretching delivery and supportive learning environments.
| Delivery and Support | Assessment and Feedback | |||
| Essential training |
Adaptive teaching Practical tips for planning and delivery to cohorts studying different qualifications. Modifying activities for apprentices with varying degrees of 'on-thw-job' training. |
SAR/QIP writing A workshop to support writing of annual self-assessment reports (SARs) and Quality Improvement Plans (QIPS) for Apprenticeship courses. |
Effective questioning Advice on how to use this most frequently used formative assessment strategy. Use it to effectively learning, and stretch and challenge apprentices. |
|
Inclusive and collaborative curriculum and delivery. Collaborative professional learning experiences to drive contemplation and implementation of transformative approaches for building community and belonging through inclusive culture.
Explore innovative approaches to enable and encourage independent learning.
| Learning Design | Interaction and Independence | |||
| Essential training |
|
Aptem Aptem is a platform that supports apprenticeship delivery, management and employability across various sectors and levels. |
||