Physiotherapy (Degree Apprenticeship) - UH-000714

The Initial Needs Assessment form will ask the learner to rate themselves against the Physiotherapy Apprenticeship Knowledge, Skills and Behaviours. This is to ensure that the off-the-job training is providing the learners with new skills as outlined in <a href="https://www.gov.uk/guidance/apprenticeship-funding-rules">ESFA’s Funding Rules</a>.
Upon completion of the INA form, The Training Plan will be written for each learner which will specify an individual training plan with details of any specific learning measures required. The apprenticeship agreement will also be provided to clarify the length of the course prior to and completion of the EPA. This will also detail the number of OTJ hours to be completed by the learner for the duration of the course.
All offers are made subject to the completion of an Occupational Health check from the University and an Enhanced Disclosure &amp; Barring Service check.
 
16.2 The University of Huddersfield seeks and encourages applicants to widen participation, improve access and apply the principles of equal opportunities.  We provide support for applicants who require additional assistance to select the right course of study and make a successful transition to studying at University.  The apprenticeship course is only available to home learners and thus international applications are not accepted.
 
If educated outside the UK, there is a requirement to have International English Language Testing System (IELTS) at a score of 6.5 with a minimum score of 6.5 in writing and a minimum of 6.0 in any single component. If you have alternative qualifications or do not meet the IELTS requirement we also offer a range of <a href="http://www.hud.ac.uk/international/pre-sessionalenglishprogramme/">Pre-Sessional English Programmes.</a>
 
The University provides opportunities for the accreditation of prior learning (APL) as stated in section C of the <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-c/">Regulations for Awards.</a> This will be identified through completion of the INA form. If an applicant considers themselves to be experienced in a particular apprenticeship standard, they will be asked to provide evidence of this. The prior learning experience will be quantified as will the content of OTJ training that will not be covered. In accordance with ESFA funding rules, the content, duration, and price of the apprenticeship will be quantified and reduced accordingly.
 
The University’s general minimum entry requirements are specified in Section D of the <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-d/">Regulations for Awards.</a>
 
Evidence Pack: Prior to entry to the apprenticeship, applicants will agree to the terms set in the evidence pack. This will include The Training Plan, which will be signed by the apprentice, the employer, and the University of Huddersfield as the main education provider for the apprenticeship.
 
Every person who applies for this course and meets the minimum entry requirement – regardless of any disability – will be given the same opportunity in the selection process.  General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:
 
Telephone: 01484 472675
Email: disability@hud.ac.uk
Further information is available on the <a href="http://students.hud.ac.uk/wellbeing-disability-services/disabilityservices">disability services website.</a>    
 
Further advice on the specific skills and abilities needed to successfully undertake this course can be found by contacting the admissions tutor and by visiting our <a href="http://www.hud.ac.uk/courses/">course finder website page</a>.
 
<ul>
<li>However, the specific entry requirements and admission criteria for the courses are detailed below:</li>
</ul>
 
<ul>
<li>112 UCAS tariff points from a combination of Level 3 qualifications. The endorsement for practical work is an essential part of Science A-level study and is a requirement for entry to our degree course. Please note that the UCAS points are used as a frame of reference and that applications will not be submitted through UCAS.</li>
<li>BBC at A Level</li>
<li>DDM in BTEC Level 3 Extended Diploma.</li>
<li>Pass Access to Higher Education Diploma with 45 Level 3 credits 15 at Distinction, 30 at Merit.</li>
<li>NCFE CACHE Technical Level 3 Extended Diploma/Level 3 Extended Diploma at Grade B.</li>
<li>GCSE English Language or English Literature and Maths at grade 4 or above, or grade C or above if awarded under the previous GCSE grading scheme, or Level 2 Functional Skills in Maths and English. This is a standard apprenticeship requirement.</li>
<li>All candidates will complete a Rehabilitation of Offenders form and have an Enhanced Disclosure and Barring (DBS) check.</li>
<li>All candidates will require Occupational Health clearance.</li>
<li>All candidates will be required to complete an Initial Needs Assessment.</li>
</ul>
 
<ul>
<li>The Selection Process </li>
</ul>
The recruitment process is as follows:
The employer will lead the application process with the full support of the University. We provide marketing and shortlisting support as required. Academic staff will attend all interview panels for shortlisted candidates who meet both the mutually agreed University and employer’s admission criteria. During the application process applicant details are then checked for apprenticeship eligibility by our admission team prior to entry onto the Digital Apprenticeship Service (DAS).
An Occupational Health screening for fitness to undertake practice coordinated by the learner’s employer. It is the employer’s responsibility to ensure that an overseas police check has been completed if the applicant has lived outside of the UK for 6 months or more (whether continuously or in total) in the last 10 years before applying to the University of Huddersfield and whilst aged 18 or over.
The selection process aims to provide both the applicant and the selection team with the details required to make an informed decision.  It is for this reason that all suitable candidates will be invited for interview. Because of the importance of being able to make an informed decision those who do not attend for interview are not offered places.
In exceptional circumstances, usually due to problems with travelling long distances, telephone or video-conferencing interviews will be given.  In these circumstances the applicant will be urged to find out as much information about the University as they can prior to the interview to enable them the opportunity to ask relevant questions.
Offers will usually be based on the learners achieving the required academic qualifications; a satisfactory second reference and a disclosure and barring service check that does not exclude the learner from commencing their studies. 
The offer will also be subject to a clear occupational health check carried out by the Occupational Health Department of the employer, who will assess all applicants to determine their fitness to undertake all aspects of the course.

UH-000714 - Physiotherapy (Degree Apprenticeship)

Intermediate Core

Intermediate Optional

Intermediate Compulsory

Intermediate Level

End Point Assessment Compulsory

End Point Assessment

Foundation Compulsory

Foundation Core

Foundation Optional

Foundation Level

Honours Compulsory

Honours Core

Honours Optional

Honours Level

Structure

Demonstrate clear, accurate, appropriate, and reliable communication to a professional standard.

Apply a critical understanding of human structure within the context of physiotherapy practice.

Utilise established research techniques to generate and critically analyse data relevant to health care practice.

Critically evaluate how a range of leadership approaches are used to ensure efficiency in health and social care delivery.

Apply a critical understanding of the biological and behavioural sciences that underpin effective practice within the context of physiotherapy.

Sensitively provide competent physiotherapeutic interventions for patients with complex and challenging needs in a variety of contexts whilst incorporating the principles of evidence-based practice.

Critically analyse and evaluate published literature to determine how it underpins physiotherapy practice.

Critically evaluate ethical, legal issues and socio-economic factors that impact on healthcare delivery in a diverse society.

Critically evaluate the impact of local, national, and global government policies on health and social care delivery.

Discriminate and evaluate a range of personal and transferable skills commensurate with working effectively in dynamic healthcare environments.

Effectively plan, evaluate, and negotiate the delivery of competent physiotherapeutic skills within a practice-based environment.

Recognise the value of and successfully participate in collaborative, interprofessional working.

Evaluate the nature and complexity of how physiotherapy is delivered within the national health service, private and voluntary organisations.

Reflect and evaluate the limits of their own scope of practice, working with and/or referring onto other healthcare professionals and agencies where appropriate.

Evaluate factors that may impact upon health and facilitate self-management and empowerment among service users.

Synthesise a critical understanding of evidence-based practice and how this may underpin and develop effective service delivery in a variety of different emerging healthcare settings.

Demonstrate a critical knowledge and understanding of core theories that underpin effective physiotherapy practice.

Generate and assemble the skills to take responsibility for their own personal development planning (PDP), learning and continuing professional development through working independently and become skilled in reflective practice to review their own academic and clinical work to become life-long learners.

The School is committed to comprehensive learner engagement and works actively with the University of Huddersfield Student Union to support this through the learner representative system see further information at:
            <a href="https://www.huddersfield.su/">http://www.huddersfield.su</a>
Learner and employers involved in apprenticeships are also able to provide feedback through participation in the respective Apprenticeship Surveys.
Within the School learners are represented at committee level from Learner Panels to the School Board. The School also has a Student Council.  Individual feedback on the quality and standards of teaching and learning is received through module and course evaluations.
The course has representation in each year. One member of each cohort act as course representation and one member from the programme acts as a learner representative with the professional body, the Chartered Society of Physiotherapy.
On completion of each clinical practice, the learners are required to evaluate their experience via the regional online web-based platform. This uses a series of semi-structured questions and free text entries to establish the learner’s perception of their learning experience.  The data generated is available to both the University and to the practice site and it feeds into the audit process.
Professional and Statutory Bodies:
<ul>
<li>The course is subject to the National Health Service (NHS) and Quality Assurance Agency (QAA) quality assurance arrangements.</li>
<li>The HCPC annual monitoring process. ethical</li>
<li>The professional body, the CSP via its quality review process, reviews the course annually.</li>
<li>The Practice Learning Facilitator (PLF) analyses the practice evaluations and contribute to practice audit every 2 years.</li>
</ul>
 
 An effective external examination system is managed by Registry and all reports are viewed at University, School and course levels. 
This process creates action points for the programme team to implement to maintain and enhance the learner experience on the programme. These are shared with the learners to provide clarity on how their feedback has been considered and incorporated into programme improvement.
 
The University has a Diversity, Equality and Inclusivity Enhancement Committee and the School has a Diversity Champion, both of which

This programme specification provides a concise summary of the main features of the course and the learning outcomes that a typical learner might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.  More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook.  The accuracy of the information contained in this document is reviewed by the University.
The outcome of the most recent institutional audit can be found at the following <a href="https://hudac-my.sharepoint.com/:b:/g/personal/a_schofield_hud_ac_uk/EcbFVbG6LQRKlAZ_TwCBBqYBOtTIPM7vFqUNGWjILcC3hw?e=DNTuYw">link</a>:
Public funds are used to fund apprenticeships and as such this course will be regulated by the Education and Skills Funding Agency to ensure appropriate management of funds and standards of education:
 
<a href="https://www.gov.uk/government/organisations/education-and-skills-funding-agency/about">https://www.gov.uk/government/organisations/education-and-skills-funding-agency/about</a> Bibliography
This section is continued in the attachment.

<ul>
<li>Personal Academic Tutors</li>
</ul>
All learners have allocated a Personal Academic Tutor (PAT) who provides personal learning, pastoral support and facilitates access to Personal Development Planning (PDP). PDP formalises opportunities to discuss learner aspirations and academic development across the course whilst also enabling appropriate challenging to ensure learners full potential is achieved. Learners and PATs are required to have a minimum of five ‘touch points’ per year. This enables learners to be directed to maintain regular contact and if any concerns raised, the relevant University and clinical support services are involved at early stages to support learners academically and professionally. Learners will be automatically enrolled to a PAT module on the VLE which provides a range of resources and information on the role of PATs. In addition, learners can book an appointment with their PAT directly through this method. For further information on PATs please visit: <a href="https://www.hud.ac.uk/media/policydocuments/Personal-Academic-Tutoring-Policy.pdf">PAT Policy Documents</a>.
 
<ul>
<li>Module Leader</li>
</ul>
The module leader is responsible for teaching, learning and assessment of the modules within this course.
<ul>
<li>Course Leader</li>
</ul>
The course leader is responsible for the entire quality assurance arrangements for the course.
<ul>
<li>Year Leader </li>
</ul>
The year leader is responsible for a management of a particular year of a course.  Within the physiotherapy course there is a nominated member of staff for each year.  Throughout each term, the year leader organises informal discussion sessions and feeds back to the course leader and team accordingly.
Disability Coordinator
The main roles of the disability coordinator are:
<ul>
<li>provide advice and support to both staff and learners around disabilities.</li>
<li>to attend school and University meetings and training and inform staff of changes and developments.</li>
<li>to coordinate personal learning support plans (PLSP’s) and ensure staff and learners understand how to implement and utilise the strategies.</li>
<li>to coordinate updates and relevant training for the staff team, e.g. Mental health first aid</li>
</ul>
 
<ul>
<li>Safeguarding Officers</li>
</ul>
 
The University recognises that Degree Apprentice learners may be vulnerable to safeguarding concerns and, in accordance with the requirements of OFSTED in relation to Degree Apprenticeship Courses, each School is responsible for assessing any Safeguarding Risks to their Degree Apprentices and putting in place appropriate measures to ensure they are properly safeguarded and aware of the wellbeing support available to them as students of the University. The safeguarding policy and safeguarding referral form can be found <a href="https://students.hud.ac.uk/safeguarding/reportingaconcern/">here</a>.
 
Library and Computing Services
<ul>
<li>The course has a strong connection with specific health librarians with Library and Computing Services. Consequently, a well-stocked library of contemporary physiotherapy literature is maintained.  Additionally, specific learning resources applicable to physiotherapy have been developed by the health librarians to support the learners in their academic studies.</li>
</ul>
 
This section is continued in the attachment.