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Learning and Teaching for Apprenticeships

Guidance for the design, delivery and review of learning, teaching and assessment for apprenticeships.

Learning, Teaching and Assessment Strategy for Apprenticeships

The strategy for the design and delivery of apprenticeships aligns to the wider University of Suffolk strategy for Learning, Teaching and Assessment. We are committed to the delivery of a high quality academic experience for all of our programmes, and make use of technology to ensure that all of our students are able to further and personalise their learning. The teaching on apprenticeship programmes must be guided by the changing needs of apprentices for innovative learning, workplace skills and personal development. This must address the knowledge defined by any Professional Statutory and Regulatory Body (PSRB) and the knowledge, skills and behaviours stipulated by the apprenticeship standard and end point assessment (EPA). 

Course Design and Development

Our apprenticeships are designed to support learners in the development of skills and confidence, and to being lifelong, independent learners. The progressive nature of curricular should be explicit in the linking of content across modules and the cumulative development of higher levels of knowledge and skills. 

Learning Outcomes

Learning outcomes, as published by PSRBs and in apprenticeship standards must be explicit in all course documentation and inform the design of the programme and the content learners are expected to cover. The achievement of learning outcomes and how these might be applied in practice must be monitored through assessment and tripartite review. They should also enable the learner to demonstrate the ongoing development of the functional level of English and Maths.

The following diagram visualises the learning model for apprentices:


Model for apprenticeship learning design - Knowledge - Application - Preparation and Assessment



The University's formative philosophy is adopted for apprenticeship programmes. This means that learners should be aware of their own progress in learning and this is formally measured through assessment. Assessment should be:

  • appropriate to the level of learning and expected progression of skills and knowledge
  • the most effective way of measuring the specific learning outcomes
  • creative and innovative, enabling assessment through a number of methods
  • reflect the link and impact of on and off the job learning. 


Formative assessment should be used throughout the programme enabling learners to receive regular feedback and insight into their progress. 

Summative assessment may be through a number of methods, and include (but not be limited to:

  • written assessment
  • observations
  • presentations
  • reflective accounts
  • professional discussion. 

Where ever possible, assessment should be submitted anonymously and through Brightspace. 



All feedback and unratified marks should be released to learners within three weeks of the assessment date. The use of assessment rubrics is advised, and these should be used to explain the assessment and marking criteria to learners in advance of the assessment. Feedback should be released through Brightspace. 

Feedback must:

  • be individual
  • clearly aligned to the learning outcomes
  • reflect the mark achieved
  • be clear and structured (following the rubric)
  • supportive and assure the enhancement of the individual learners' learning experience and progress. 

Quality Assurance and Enhancement of Learning, Teaching and Assessment for Apprenticeships

The quality of our delivery is monitored through a number of mechanisms:

  • observation (through our Peer Review and Enhancement scheme)
  • student voice (Student Voice Forums, National Student Survey, Apprentice Learners Survey and via our Student Experience and Engagement team). 
  • business intelligence data (retention, continuation and achievement). 


The University takes a risk based approach, and where data indicates that there is an issue with a programme, course teams will be asked to either participate in a bespoke course design workshop and modification process or full reapproval where substantial improvement is required. 

Where the issue is with the delivery of teaching, staff will be expected to engage in at least one activity through CELT. For example,