Teaching, learning and assessment strategies are designed to offer learners a variety of learning and assessment opportunities that align with the knowledge, skills and behaviours specified within the standard and module learning outcomes. The teaching, learning and assessment methods offer a realistic and effective preparation for progression to End Point … For more content click the Read More button below.
The teaching and learning strategy reflects the distinctive characteristics of the apprenticeship which combines classroom-based delivery with work-based learning opportunities and support. Learning methods will accommodate different learning styles and strategies, relevant for each module.
Classroom based seminars promote interactive methods to support learners to acquire and develop relevant knowledge and skills. Learning activities include simulations, debates, case study activities and small group work. Use is made of the latest technology where appropriate, including, for example, podcasts or video conferencing.
Where appropriate (for example, where the information or skills are not confidential or sensitive in nature), classroom sessions are supported by Lecture Capture which records audio, video and displayed computer content. Content is automatically uploaded to the VLE and can then be accessed by apprentices either in its entirety or searched for specific topics that an individual apprentice wants to revisit. As such this system allows for individual remote access whenever required to enhance learning.
Attendance in classroom-based seminars is compulsory. Attendance is monitored and absences reported to the employer. Any required absences must be approved by the Course Leader in advance.
Learner self-efficacy is encouraged, and the onus is on the learner to undertake independent learning activities, accessing the virtual learning resources, both to supplement and consolidate taught content and to broaden their individual knowledge and understanding of the subject areas.
Asynchronous online learning incorporates reading material, videos and bite-sized third-party e-resources linked to occupational duties (such as TED, HStalks, CMI learning journeys). These are made available using the VLE site for each module.
Learners are required to identify, negotiate and schedule work activities, outside their day-to-day tasks, that provide opportunities to learn knowledge, skills and behaviours articulated in the apprenticeship standard. Workplace mentors are also responsible for identifying these opportunities.
Personal Learning and Development
Learning contracts take the form of a Training Plan, which are agreed between the apprentice, employer and course leader. They include all relevant elements of the course, criteria for KSBs and how the learning is assessed. They are also used to evidence that appropriate time has been set aside to enable off-the-job learning and facilitate learning opportunities. Training and support are provided to Workplace Mentors to ensure that they have a good understanding of the apprenticeship and appreciate how the KSBs are integrated into the programme structure, together with an understanding of the expectations for engagement with, and assessment of, on-programme learning.
Learners are required to engage in self-directed learning and reflection throughout their course. Learners develop a personal learning and development plan (PLDP) to assist the learning process and demonstrate the learning outcomes that have been achieved. The PLDP is maintained in conjunction with the apprentice’s Training Plan and Portfolio. The PLDP documents the record of achievement and is individualised to each learner to suit the specific role, employer and sector requirements. PLDPs are also used as a tool to monitor progress with the learner during regular reviews.
Each learner has a Work-based Learning Coach (WBLC), appointed by the University of Huddersfield, to support the learning journey. The WBLC will hold tripartite reviews every 3 months with the learner and Workplace Mentor to discuss progress and identify new opportunities to develop, and demonstrate mastery of, the KSBs. In addition to facilitating the tripartite reviews, the WBLC will be in communication every month with the learner to provide guidance, support and encouragement.
Assessment
Assessment methods enable learners to compile evidence, synthesizing practice and theoretical aspects, to justify the claim of mastery of knowledge and understanding, skills and abilities and behaviours defined in the Senior Leader Level 7 Apprenticeship (see Appendix 3). Details are provided in the module specification documents.
Learners are supported through formative feedback, which is provide in in the classroom and in the workplace. Methods of formative feedback include:
Course Lead: oversight of learning application report development progress of each learner
Module Tutors: in-classroom feedback in response to learner activities (such as individual and group presentations, simulations, case studies, skills practice)
Work-based Learning Coach: facilitates tripartite reviews every 3 months with the Workplace Mentor to review progress and has monthly communication with the learner to offer feedback and advise on portfolio development activities
Workplace Mentors: identified by the employer, meets every 3 months with the learner and the WBLC to contribute feedback about the learner’s progress and identify opportunities for further development and mastery of KSBs.
On-programme summative assessment takes a number of forms:
The production of a written assignment (reflective log), which demonstrates continuing commitment to continuing professional development and engagement with module learning materials.
Learning Application Report evidence (6 items per module). Evidence sources may include: video/audio extracts, written statements, project plans, observation reports, presentations, feedback from manager, supervisors or peers, papers or reports written by the apprentice, performance reviews.
At the End Point Assessment Gateway, learners submit:
a portfolio of evidence containing 18 discreet pieces of evidence, including an Annex that maps the relevant KSBs to the evidence provided and a statement from the employer confirming the evidence is valid and attributable to the learner.
a strategic business proposal title and scope, agreed with the employer (no more than 500 words).
evidence that they have achieved English and mathematics at Level 2
Following submission of these documents at the Gateway, the End Point Assessment Organisation (EPAO) will review the strategic business proposal title and scope to confirm its suitability prior to the work commencing on this during the End Point Assessment period.
After Gateway, during the End Point Assessment period, learners conduct a strategic business proposal unaided and within 12 weeks this is submitted to the EPAO (word limit 4000 words) along with materials related to a presentation. The EPAO independent assessor reviews and assesses these submissions (over a two week period) before meeting the learner for the End Point Assessment.
At the End Point Assessment, the learner will meet with the EPAO to:
Deliver a presentation about the strategic business proposal that covers the appropriate KSBs (20 minutes)
Respond to questioning about the proposal and presentation (20 minutes)
Participate in a professional discussion about the relevant KSBs as evidenced within the portfolio (minimum of 8 questions and approximately 60 minutes)
Inclusive Learning and Teaching
Acknowledging that individuals have unique needs within the educational setting and in the workplace, the course team will collaborate with the employer to ensure that learning opportunities are inclusive, safe, and supported. The course design is guided by the University’s Inclusivity Framework for Course Design. Where appropriate, reasonable adjustments will be made to procedures, activities and physical environments and will be regularly reviewed with the learner.
In line with the ethos of apprenticeships, learners are empowered to personalise their learning journey so that knowledge, skills, and behaviours can be demonstrated and evidenced within their unique workplace context.
Both in and outside the classroom, supportive peer learning culture is promoted, where learners are empowered to respect and trust each other. Classroom learning activities are designed to invite participation from everyone and promote peer to peer interactions that expose learners to diverse world views and experiences.
Careers and Employability
The learning, teaching and assessment strategy supports learners to achieve all the Huddersfield Graduate Attributes, in particular Self-management, Commercially aware, Effective Collaborator, Confident leader, Globally and socially aware and Plans personal development, as specified in Appendix 4 and 5.
British Values
British Values are a key element within Personal Development for apprenticeships. British Values have been written in response to some of the issues set out in the UK Prevent Strategy and underpin the principles of a democratic and free society such as:
Recognition and respect for the democratic process
Respect for the rule of law
Individual liberty
Respect and tolerance of others
The learners will benefit from regular curricular opportunities to consider the importance of equality and diversity and effective pastoral sessions that cover topics connected with fundamental British Values
- Teaching, learning and assessment strategies are designed to offer learners a variety of learning and assessment opportunities that align with the knowledge, skills and behaviours specified within the standard and module learning outcomes. The teaching, learning and assessment methods offer a realistic and effective preparation for progression to End Point Assessment. They aim to be inclusive of diversity, to allow apprentices to actively engage in learning and be successfully assessed in a variety of ways.
- The teaching and learning strategy reflects the distinctive characteristics of the apprenticeship which combines classroom-based delivery with work-based learning opportunities and support. Learning methods will accommodate different learning styles and strategies, relevant for each module.
- Classroom based seminars promote interactive methods to support learners to acquire and develop relevant knowledge and skills. Learning activities include simulations, debates, case study activities and small group work. Use is made of the latest technology where appropriate, including, for example, podcasts or video conferencing.
- Where appropriate (for example, where the information or skills are not confidential or sensitive in nature), classroom sessions are supported by Lecture Capture which records audio, video and displayed computer content. Content is automatically uploaded to the VLE and can then be accessed by apprentices either in its entirety or searched for specific topics that an individual apprentice wants to revisit. As such this system allows for individual remote access whenever required to enhance learning.
- Attendance in classroom-based seminars is compulsory. Attendance is monitored and absences reported to the employer. Any required absences must be approved by the Course Leader in advance.
- Learner self-efficacy is encouraged, and the onus is on the learner to undertake independent learning activities, accessing the virtual learning resources, both to supplement and consolidate taught content and to broaden their individual knowledge and understanding of the subject areas.
- Asynchronous online learning incorporates reading material, videos and bite-sized third-party e-resources linked to occupational duties (such as TED, HStalks, CMI learning journeys). These are made available using the VLE site for each module.
- Learners are required to identify, negotiate and schedule work activities, outside their day-to-day tasks, that provide opportunities to learn knowledge, skills and behaviours articulated in the apprenticeship standard. Workplace mentors are also responsible for identifying these opportunities.
Personal Learning and Development
- Learning contracts take the form of a Training Plan, which are agreed between the apprentice, employer and course leader. They include all relevant elements of the course, criteria for KSBs and how the learning is assessed. They are also used to evidence that appropriate time has been set aside to enable off-the-job learning and facilitate learning opportunities. Training and support are provided to Workplace Mentors to ensure that they have a good understanding of the apprenticeship and appreciate how the KSBs are integrated into the programme structure, together with an understanding of the expectations for engagement with, and assessment of, on-programme learning.
- Learners are required to engage in self-directed learning and reflection throughout their course. Learners develop a personal learning and development plan (PLDP) to assist the learning process and demonstrate the learning outcomes that have been achieved. The PLDP is maintained in conjunction with the apprentice’s Training Plan and Portfolio. The PLDP documents the record of achievement and is individualised to each learner to suit the specific role, employer and sector requirements. PLDPs are also used as a tool to monitor progress with the learner during regular reviews.
- Each learner has a Work-based Learning Coach (WBLC), appointed by the University of Huddersfield, to support the learning journey. The WBLC will hold tripartite reviews every 3 months with the learner and Workplace Mentor to discuss progress and identify new opportunities to develop, and demonstrate mastery of, the KSBs. In addition to facilitating the tripartite reviews, the WBLC will be in communication every month with the learner to provide guidance, support and encouragement.
Assessment
- Assessment methods enable learners to compile evidence, synthesizing practice and theoretical aspects, to justify the claim of mastery of knowledge and understanding, skills and abilities and behaviours defined in the Senior Leader Level 7 Apprenticeship (see Appendix 3). Details are provided in the module specification documents.
- Learners are supported through formative feedback, which is provide in in the classroom and in the workplace. Methods of formative feedback include:
- Course Lead: oversight of learning application report development progress of each learner
- Module Tutors: in-classroom feedback in response to learner activities (such as individual and group presentations, simulations, case studies, skills practice)
- Work-based Learning Coach: facilitates tripartite reviews every 3 months with the Workplace Mentor to review progress and has monthly communication with the learner to offer feedback and advise on portfolio development activities
- Workplace Mentors: identified by the employer, meets every 3 months with the learner and the WBLC to contribute feedback about the learner’s progress and identify opportunities for further development and mastery of KSBs.
- On-programme summative assessment takes a number of forms:
- The production of a written assignment (reflective log), which demonstrates continuing commitment to continuing professional development and engagement with module learning materials.
- Learning Application Report evidence (6 items per module). Evidence sources may include: video/audio extracts, written statements, project plans, observation reports, presentations, feedback from manager, supervisors or peers, papers or reports written by the apprentice, performance reviews.
- At the End Point Assessment Gateway, learners submit:
- a portfolio of evidence containing 18 discreet pieces of evidence, including an Annex that maps the relevant KSBs to the evidence provided and a statement from the employer confirming the evidence is valid and attributable to the learner.
- a strategic business proposal title and scope, agreed with the employer (no more than 500 words).
- evidence that they have achieved English and mathematics at Level 2
Following submission of these documents at the Gateway, the End Point Assessment Organisation (EPAO) will review the strategic business proposal title and scope to confirm its suitability prior to the work commencing on this during the End Point Assessment period.
- After Gateway, during the End Point Assessment period, learners conduct a strategic business proposal unaided and within 12 weeks this is submitted to the EPAO (word limit 4000 words) along with materials related to a presentation. The EPAO independent assessor reviews and assesses these submissions (over a two week period) before meeting the learner for the End Point Assessment.
- At the End Point Assessment, the learner will meet with the EPAO to:
- Deliver a presentation about the strategic business proposal that covers the appropriate KSBs (20 minutes)
- Respond to questioning about the proposal and presentation (20 minutes)
- Participate in a professional discussion about the relevant KSBs as evidenced within the portfolio (minimum of 8 questions and approximately 60 minutes)
Inclusive Learning and Teaching
- Acknowledging that individuals have unique needs within the educational setting and in the workplace, the course team will collaborate with the employer to ensure that learning opportunities are inclusive, safe, and supported. The course design is guided by the University’s Inclusivity Framework for Course Design. Where appropriate, reasonable adjustments will be made to procedures, activities and physical environments and will be regularly reviewed with the learner.
- In line with the ethos of apprenticeships, learners are empowered to personalise their learning journey so that knowledge, skills, and behaviours can be demonstrated and evidenced within their unique workplace context.
- Both in and outside the classroom, supportive peer learning culture is promoted, where learners are empowered to respect and trust each other. Classroom learning activities are designed to invite participation from everyone and promote peer to peer interactions that expose learners to diverse world views and experiences.
Careers and Employability
- The learning, teaching and assessment strategy supports learners to achieve all the Huddersfield Graduate Attributes, in particular Self-management, Commercially aware, Effective Collaborator, Confident leader, Globally and socially aware and Plans personal development, as specified in Appendix 4 and 5.
British Values
- British Values are a key element within Personal Development for apprenticeships. British Values have been written in response to some of the issues set out in the UK Prevent Strategy and underpin the principles of a democratic and free society such as:
- Recognition and respect for the democratic process
- Respect for the rule of law
- Individual liberty
- Respect and tolerance of others
The learners will benefit from regular curricular opportunities to consider the importance of equality and diversity and effective pastoral sessions that cover topics connected with fundamental British Values