Leeds Beckett University - City Campus,
Woodhouse Lane,
LS1 3HE
Delivery
This page summarises the various considerations that inform how the apprenticeship may be structured.
In some instances course teams may wish to use an existing programme on which to base an apprenticeship provision.
Whilst in principle this is not problematic, care should be taken to ensure it is appropriate for the purposes of meeting the Apprentice Standard, in terms of content, learning and teaching and delivery model.
Where necessary, new modules, aims, learning outcomes and assessment may need to be developed, and where the plan is to deliver the existing, on-campus provision, alongside the apprenticeship provision, the potential impact of delivering two different versions of a programme must be considered.
Delivery dates
The discussions with employers will heavily influence this area of apprenticeship development as the commitment required of apprentices and employers must be feasible, possibly leading to the possible extension of the apprenticeship duration.
Apprenticeships do not follow an academic calendar and therefore it must be made clear what off-the-job learning will be undertaken during university holiday periods.
The flexibility applied to an apprenticeship must be appropriate and resourceable.
When developing the delivery structure teams must be mindful, and articulate, how progression and award boards will be scheduled, to ensure appropriate re-assessment opportunities are provided.
Off-the-job
It is an ESFA requirement for apprentices to spend a minimum of 20% of the apprenticeship off-the-job (from Aug 2022 this changer to a minimum of 6 hours per week).
Course teams must determine the minimum amount of learning required to achieve the knowledge, skills and behaviours (KSBs) in order to ensure full competency, which may require a percentage of off-the-job learning that is above the minimum requirements. Course teams are advised not to automatically derive the minimum amount of learning from the module contact time; apprentices will also be expected to undertake directed and independent learning. Where there may be concerns regarding the amount of weekly commitment required of apprentices the duration of the apprenticeship may be extended; however, it is noted that this will have resource and operational implications.
The off-the-job learning does not relate to specific modules but the apprenticeship overall, therefore, there is flexibility for when and how this learning is undertaken. For example, L6 of a degree apprenticeship may be two years in duration compared to L4 and L5 being one year, or vice versa.
Funding rules are clear that evidence must be held on how/when the learning is to be/ has been undertaken. To indicate that a one-day release per week satisfies this requirement is not sufficient and would pose a risk to the university in terms of evidencing compliance with ESFA funding rules.
