Senior Lecturer in Education

Senior Leader Higher Apprenticeship - Health and Social Care - UH-000783

<ul>
<li>The University’s policy for Admissions is outlined in Section 1 of the Regulations for Awards Handbook (<a href="https://www.hud.ac.uk/policies/registry/awards-taught/">https://www.hud.ac.uk/policies/registry/awards-taught/</a>). The candidates must meet the following criteria for admission to the Senior Leader Higher Apprenticeship:</li>
<li>Learners must hold English and Mathematics at level 2 or equivalent or learners must agree to complete their English and Mathematics at level 2 during their on-programme learning – international equivalency will be confirmed through the UK ENIC system.</li>
<li>The employer must confirm that the learner is in an appropriate role, and working at a sufficient level, to enable them to develop and demonstrate the knowledge, skills and behaviours specified within the standard.</li>
</ul>

University awards are regulated by the <a href="https://www.hud.ac.uk/policies/registry/awards-taught">Regulations for Awards</a> on the University website. Quick links to the <a href="https://www.hud.ac.uk/registry/current-students/taughtstudents/">Regulations for Taught Students, procedures and forms</a> can be accessed on the University website.

UH-000783 - Senior Leader Higher Apprenticeship - Health and Social Care

End Point Assessment Compulsory

End Point Assessment

Masters Core

Masters Level

Structure

The CAB model has been approved as an exemption from standard regulations.
Modules BAX0015, BAX0016 and BAX0017 will be graded to provide learners with a measure against progress, while module BAX0014 will remain ungraded. The final award, Postgraduate Diploma in Management (Senior Leader Higher Apprenticeship) and exit award Postgraduate Certificate in Management will be unclassified, which has been approved as an exemption from standard regulations.

Postgraduate Certificate

Lead people development including talent management, succession planning, workforce design, coaching and mentoring arrangements.

Identify professionally relevant development opportunities.

Propose solutions to risks/challenges that meet the needs of the organisation in a responsible and ethical way.

Oversee development and implementation of sustainable organisational policies and practices.

Report to the board (or relevant governance structure) on the progress of operational activities towards achieving the organisation’s goals.

Design and lead projects to deliver organisational strategy.

Cultivate and maintain collaborative relationships with senior internal and external stakeholders to influence key decision makers

Assess the internal and external risks and opportunities that could affect the organisation’s performance.

Make decisions about organisational resource requirements (budgets, people, technology) based on strategic insight and reliable evidence.

Conduct research into organisation and management issues that requires familiarity with a range of organisation-level data, research sources and appropriate methodologies.

Critically review operational policies and practices within their area of responsibility, considering sustainability and alignment with organisation’s needs and purpose.

Identify and integrate knowledge relevant to strategy development and innovation, operations planning and decision making, people management and stakeholder engagement.

Demonstrate how their area of responsibility is compliant with internal governance and external governance requirements.

Understand the dynamic and changing nature of the external environment in which the organisation operates.

Promote an ethical, inclusive, innovative and supportive culture that is conducive to continuous improvement.

Demonstrate competence in effective communication with internal and external stakeholders

Demonstrate self-awareness and self-management competences.

Shape the approach to external communications for own area of responsibility

Quality assurance procedures at a school level include course and module evaluation, questionnaires, regular learner panels and learner representation on committees. Full details of the methods for evaluating and improving the quality and standards of learning and teaching can be found in the University of Huddersfield’s Quality Assurance Procedures for Taught Courses handbook. This can be viewed online at <a href="https://www.hud.ac.uk/policies/registry/qa-procedures/">https://www.hud.ac.uk/policies/registry/qa-procedures/</a>

UH-000783

Full details of the methods for evaluating and improving the quality and standards of learning and teaching can be found in the University of Huddersfield’s Quality Assurance Procedures for Taught Courses handbook.  This can be viewed online at <a href="https://www.hud.ac.uk/policies/registry/qa-procedures/">https://www.hud.ac.uk/policies/registry/qa-procedures/</a>
Further information about the University of Huddersfield can be found on the website:
<a href="http://www.hud.ac.uk/">www.hud.ac.uk</a>

At course level support is provided by:
<ul>
<li>Course Leader</li>
</ul>
The course leaders are responsible for the entire quality assurance arrangements for the Senior Leader Higher apprenticeships.
HBS’s Learning Innovation and Development Centre (LIDC) provides support for learning.
<ul>
<li>Work-based Support</li>
</ul>
Learners on an apprenticeship are in employment and sponsored by their organisations to attend the course. Employers must provide learners with the following:
<ul>
<li>Work-based mentor who will be trained by the course team to ensure they meet the support needs of the learner.</li>
<li>Regular performance reviews in relation to the degree apprenticeship and their work-based learning. This includes the provision of 360 degree feedback in the final year.</li>
<li>Off –the-job learning (6 hours per week over the course of the apprenticeship) must take place during employed time but is learning outside of the normal day-to-day work role that leads towards the achievement of the apprenticeship.</li>
<li>Typical activities might include:
<ul>
<li>Workplace training that is not part of the apprentice’s normal working duties;</li>
<li>Seminars, role playing, simulations, accessing and working through VLE materials;</li>
<li>‘Practical’ training such as shadowing, mentoring, industry visits;</li>
<li>Learning support and time spent writing assessments/ assignments.</li>
</ul>
</li>
</ul>
In addition to the support outlined above learners will be registered as members of the Chartered Management Institute and will have access to both their digital and non-digital resources to support their personal and professional development. 
In compliance with the Equality Act (2010) reasonable adjustments will be made to accommodate individual needs based on a learner’s assessment with the University Disabilities Office.