Apprenticeship Essentials

This link takes you through to a set of web resources called the Apprenticeship Impact and Information Resource (AIIR). this is useful to read before you start the course as it explains what an Apprenticeship is and the steps and people involved.

https://blog.shu.ac.uk/apprenticeship-resources/

You can drop in and out of AIIR to get what you need to support your apprentice depending on each step of the apprenticeship journey towards new knowledge skills and behaviours and readiness for End Point Assessment.

Key Apprenticeship Terminology

Professional (Occupational) standard- is a description of an occupation. It contains an occupational profile, and describes the ‘knowledge, skills and behaviours’ (KSBs) needed for someone to be competent in the occupation’s duties. The standards are developed by employers for occupations that meet the Institute’s current occupation criteria. Along with an end-point assessment plan (EPA) and funding band, the occupational standard is a component part of an apprenticeship. You can find the different professional standards on the Institute for Apprenticeships website

KSBs- these Knowledge, Skills and Behaviours and represent the core attributes that an apprentice must have in order to be competent in the occupation they are working in. They will be working towards achievement of these throughout the course. Each module in the curriculum will state how the learning and content is working towards key KSBs.

Portfolio-this is a collection of evidence of the apprentice's development and achievements over the course, working towards the KSBs and the professional standard. This is commonly is developed using an electronic platform such as PebblePAD.

On-the-job learning- this is when the apprentice works within their normal role with the employed organisation. They will be able to apply their new learning within the parameters of scope of practice (as per employment contract). Apprentices should negotiate annual leave with their employer during this period. Annual leave should not be taken during teaching or placement blocks.

Off-the-job learning (OTJL) For Apprentices enrolling on or after September 2022, the target is a minimum of 6 hours for every working week, to be accumulated during the course of the apprenticeship, or higher targets set by SHU where required. This is to ensure that every apprentice has enough time to learn and develop the knowledge, skills and behaviours (KSBs) set out in their Apprenticeship Standard. This means the equivalent of approximately one day per working week, on average and over the duration of the apprenticeship should be spent gaining new KSBs. The location can vary and the type of activity is flexible (this may include academic teaching, placement learning, shadowing, preparation for assessments). All learners must be logging the hours and activities regularly, using the OTJT log in the MAYTAS Hub System. You will work with the Work-based Coach to review this log and record of OTJL during progress reviews (you will be given access to the Maytas system when the apprentices starts the course).

Training Plan- At the start of every apprenticeship there is a three-way agreement which used to be called the Commitment Statement and is now called the Training Plan (from September 2022) and includes a series of obligations, commitment and expectations between the Apprentice, their employer and the apprentice training provider (Sheffield Hallam University). This includes a summary of how the OTJT is planned.

Work-based mentor (WBM)- this should be someone from the apprentice's employed organisation who supports development throughout the apprenticeship. You will attend progress reviews with the apprentice and work-based coach to monitor and discuss development and achievement of the KSBs. You should meet with your apprentice at regular intervals whilst on the job and support opportunities for off-the-job learning whilst in the workplace.

Work-based coach (WBC)- this is someone employed by SHU who supports the apprentice from onboarding through to end point assessment (EPA). You will meet every 12 weeks for progress reviews with them and the apprentice to discuss and support progress and development. They will monitor off-the-job learning, attendance, academic performance, portfolio development and readiness for gateway and passing through the EPA.

Progress review- this takes place every 12 weeks with the apprentice, WBM and WBC. This is mandatory throughout the course and is a chance to monitor, record and discuss development. Part of the review is to monitor and action plan the achievement of OTJT with the Apprentice and their mentor in the workplace and supports working towards and achievement of the KSBs.

End point assessment (EPA)- this is the final stage of the apprenticeship and is a way to assess competence and that the apprentice has met the KSBs that are unique to the apprenticeship standard. The apprentices will work towards the EPA throughout the apprenticeship and the WBM and WBC will ensure readiness, with the apprentice demonstrating evidence in your portfolio.

Attendance

Attendance at taught sessions (online and on campus)and progress reviews is mandatory. Apprentices will register their attendance through a recording system called JISC. Attendance will be regularly reviewed and discussed at progress review meetings and any concerns escalated.