Degree Apprenticeship Handbook(to be read in conjunction with Course Handbook)

Insert Title Degree Apprenticeship2017/18

ContentSection Page

1. Introduction2. Degree Apprenticeships

2.1 What is a Degree Apprenticeship?2.2 High Quality Apprenticeships2.3 What are the Benefits of Higher Apprenticeships?2.4 Quality Indicators

3. Apprenticeship Agreement & Commitment Statement 4. Student Support & Guidance5. Arrangements for Collecting Employer and Student Feedback6. Insert Title Degree Apprenticeship

6.1 Elements of the Insert Title Degree Apprenticeship7. Requirements of the Insert Title Degree Apprenticeship Standard

7.1 Insert Title Degree Apprenticeship Standard7.2 Sections of the Insert Title Degree Apprenticeship Standard

8. Insert Title of Degree Award8.1 Degree Award Structure8.2 Module Overview

9. Assessment9.1 Degree Assessments9.2 Formative ‘On-Programme’ Assessments9.2.1 Portfolio9.2.2 360 Degree Feedback9.3 Work Based Project9.3.1 Design9.3.2 Delivery9.3.3 Project Environment9.4 Summative ‘End-Point Assessment’AppendicesAppendix A – Prior Learning Assessment QuestionnaireAppendix B – Apprenticeship AgreementAppendix C – Commitment Statement Appendix D – Skills & Behaviours – Cumulative Development Evidence ReportAppendix E – Insert Title Degree Apprenticeship Standard Appendix F – Overview mapping to the StandardAppendix G – Detailed mapping to the StandardAppendix H – Insert Title Degree Apprenticeship Assessment Plan

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1. Introduction

This handbook provides useful information about your Degree Apprenticeship, how it will be delivered, how you will be assessed, and what the Apprenticeship may lead to in the future. At appropriate stages during the Apprenticeship, in addition to this handbook, you will be given Course Handbooks for your insert Qualification Title. These will provide you with further useful information, such as course team contact details, and how to access support throughout your studies. To benefit from the full range of information, you should use both handbooks in conjunction.

2. Degree Apprenticeships

2.1 What is a Degree Apprenticeship?

Degree apprenticeships are the latest model to be developed as part of the higher apprenticeship standards, seeing apprentices achieving a full bachelor’s or a master’s degree as a core component of the apprenticeship. Degree apprenticeships combine both higher and vocational education and fully test both wider occupational competence and academic learning, either using a fully-integrated degree co-designed by employers and HEIs, or using a degree plus separate end-test of professional competence. Degree apprentices will be employed for a minimum of 30 hours a week. Learning fits around that work commitment and requires flexible learning through block release, distance or blended learning.

Degree apprentices split their time between university study and the workplace and will be employed throughout – gaining a degree from the University while earning a wage and getting real on-the-job experience in your chosen profession. A Degree Apprenticeship will take apprentices even further in their education and career.

2.2 High Quality Apprenticeships

Apprenticeships are built upon:

An Agreed Partnership:o An employer with the intention and capability of employing the

apprentice to completion of their training and end-point assessment and securing their longer term future;

o An apprentice who is motivated to learn and work diligently to complete their apprenticeship;

o Training and support delivered either wholly in house or on behalf of the employer by a registered training provider, college or university

o An initial assessment of the apprentice’s prior learning and the job role, against the standard;

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o An Apprenticeship Agreement and Commitment Statement between the employer, the apprentice and the provider, which sets out the training programme and covers the points in this statement.

The Occupation and Standardo Entry to a recognised occupation which can be transferred to other

relevant employers and is sufficiently skilled to require employment and training of at least a year’s duration with 20% of the time in off the job training;

o A written standard approved by the Institute for Apprenticeships, which fully defines the occupation in terms of the responsibilities and tasks involved and the skills, knowledge and behaviours required to achieve competence.

The Jobo Employment in a job with legal and contractually acceptable terms and

conditions;o The job role, together with the off the job training, provides

opportunities to cover the full occupational profile and learning all of the skills, knowledge and behaviours required.

The Training Programmeo A challenging and stretching training and learning programme

developed and delivered with the active involvement of the employer(s), which uses a range of effective on and off the job training methods as well as work itself;

o A motivating and supportive workplace with coaching and mentoring support for the apprentice and continuous assessment of progress;

o An extended period of on and off the job training (at least twelve months duration with a minimum of 20% of the time in off the job training) which develops not only the knowledge and skills required but also the additional transferable skills which allow an apprentice to deal with new employers, situations, problems and equipment.

End-point Assessment and Certificationo Achievement prior to entry to end-point assessment, of the appropriate

level of English and maths, any digital skills required and other specified components of the Apprenticeship, signed off by the employer;

o National standards built into a demanding independent assessment at the end of the apprenticeship, carried out by a registered apprenticeship assessment organisation, which meets the Institute’s requirements for quality, set out in its guidance on external quality assurance;

o Certification by the Institute on completion of the whole apprenticeship. Recruiting employers and apprentices use this trusted record of employability as a licence for the occupation and to access related professional status.

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2.3 What are the Benefits of Higher Apprenticeships?

Higher apprenticeships have a number of benefits for employers, prospective apprentices, and universities.

Employers can attract new talent, particularly high-calibre school-leavers who are keen to earn a University qualification in a work-based environment. It will allow them to acquire the graduate/post-graduate level skills they need, where the training costs, including the degree, are co-funded by government.

The apprentice, like any other apprentice, will be employed and paid a wage throughout, will gain a University qualification, and gain a head-start into their chosen profession compared with many of their counterparts.

The Higher Apprenticeship combines academic study with work-based activities, adding value to the learning experience by providing opportunities for apprentices to evidence theory in practical industry contexts.

Throughout the Apprenticeship, the apprentice will receive support from a network of professionals at the College/University and in the workplace.

On completion of the programme, the apprentice will have a CV benefitting from a professional qualification and sector relevant work history.

2.4 Quality Indicators

The Institute for Apprenticeships (IfA) has identified a set of key indicators that will enable them to measure the extent to which Apprenticeships meet the skills needs of employers and apprentices and the quality and outcomes of training for apprentices.

Apprenticeships will meet the skills needs of employers and apprentices by reflecting the range of occupations and skill levels in our diverse economy.

The IfA will measure this by:

Cumulative entry to and achievement of apprenticeships by occupation, level and age group and compared to the mix in the labour market;

The number of employers recruiting and training apprentices by size and sector;

Standards development and implementation by level in relation to the occupational maps;

Proportion of apprenticeships beginning with a vacancy/new employee/new role;

Apprenticeships will deliver high quality training and outcomes for apprentices in terms of quality and achievement.

The IfA will measure this by:

Retention up to sign-off for end point assessment; Ratio of entry to success (including grades) in end-point assessment; Destinations in employment in the apprenticeship occupation (with the

training employer or with a different employer);

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Attainment of a higher level educationally and/or occupationally within 3 and 5 years of completion;

Ofsted overall and apprenticeship grades/HEFCE (OfS) judgements.The IfA will calculate a baseline for these indicators, gather data regularly over a period and determine any action needed. Once the indicators have bedded down, the IfA will then consider whether they should set any associated targets. 

The IfA intends to gather feedback from employers and apprentices using the existing employer and learner surveys operated by the DfE. They aim to develop both of these surveys to include feedback on meeting skills needs, occupations/standards, job roles, training programmes and end-point assessment. They will work also with the Apprenticeship Service to develop a new on-line approach to employer feedback.

3. Prior Learning, Apprenticeship Agreement & Commitment Statement

Apprentices will have passed and confirmed their eligibility and any relevant prior learning (see Appendix A) prior to signing their Apprenticeship Agreement and Commitment Statement.

The Apprenticeship Agreement is signed by the Apprentice and Employer and defines the contract between the two parties. This then forms part of the contractual arrangement between the Employer and the University.

The purpose of the Apprenticeship Agreement is to:

Identify the skill, trade or occupation for which the apprentice is being trained; and

Confirm the qualifying Apprenticeship framework/standard that the apprentice is following.

See Appendix B – Apprenticeship Agreement

The Commitment Statement sets out the following aspects of the apprenticeships to clearly outline how the apprenticeship will work. The statement must be signed by the apprentice, employer and the provider. The statement will contain the following:

The planned content and schedule for apprenticeship training and end-point assessment:

o Details of the apprenticeship standards being followed including start and end dates

o Details on which elements are eligible for co-funding/levy funding o List of organisations delivering each segments of the training

Roles and responsibilities for employer, provider and apprentice and arrangements for how the three parties will work together. This must include contact details and set out the expected commitment from each to ensure the smooth running and day-to-day delivery of the apprenticeship, including for example:

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o Apprentice; attendance and study time o Employer; commitment to wages and time off to study in the working day o Provider; support and guidance available and how to access this

The process for the employer and apprentice to use for resolving any queries or complaints regarding the apprenticeship, including quality. This must include details of the escalation route within the lead provider’s own organisation and the escalation process to the ESFA through the apprenticeship helpline.

See Appendix C – Commitment Statement

4. Student Support & Guidance

We endeavour through our support systems to support all apprentices in all relevant areas to their apprenticeship – whether relating to professional, academic and/or personal development.

For course delivery information and support, please contact insert name of Course Leader (incl. Email and Tel No).

For Administrative support on updating any relevant personal information, please contact insert name of Student and Course Administrator supporting the apprenticeship.

For general apprenticeship policy information and clarification, please contact the Apprenticeships Team on apprenticeships@staffs.ac.uk and/or 0800 169 2148.

If your concerns are of a more personal nature you can consult with insert the person appropriate to your School (incl. Email and Tel No).

Staffordshire University has a commitment to supporting students with additional needs, therefore students enrolled on this Apprenticeship are also entitled to access the range of Staffordshire University facilities and services available to help support student learning. This is particularly so once they have progressed to the on-campus Level 6 top-up. You can contact Student Support Services [01782 294977; 4-5 Winton Square, Stoke] to find out what support may be available and to discuss your individual requirements. Full details about the student support services can also be found on the University website.

Information on university support services can be found in the on-line student guide (available at: http://www.staffs.ac.uk/student/guide/)

The Student Advice Centre run by the Students’ Union provides independent, impartial and confidential advice to students free of charge. More information on the Students’ Union can be found at: https://www.staffsunion.com/)

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For information on ‘Appeals, Complaints and Conduct’ please refer to the Student Guide, also found on: http://www.staffs.ac.uk/support_depts/info_centre/handbook/conduct/. For all other University policies, please access: http://blogs.staffs.ac.uk/business-services/access-professional-development/higher-and-degree-apprenticeships/policies-and-procedures/.

5. Arrangements for Collecting Employer and Student Feedback

Employer Feedback

During your apprenticeship you will receive feedback from your Employer regarding aspects of the programme that relate to workplace activities, eg.

What should you start doing to be more effective? What should you stop doing to be more effective? What should you continue doing to be more effective?

In addition you will have the opportunity to discuss with your Employer your progress with the academic studies which form an essential part of your apprenticeship. This will be recorded and evidenced throughout the course of the apprenticeship to ensure the knowledge acquired through the apprenticeship is being applied to achieve the skills and behaviours in the workplace.

See Appendix D – Skills & Behaviours - Cumulative Development Evidence Report

The Award Leader will meet with the Employer every three months, plus a formal annual review to discuss your progress.

Student Feedback

You will have the opportunity to provide feedback on your experience of studying during your apprenticeship in three ways:

Module Questionnaires, completed at the end of each module. The Staff / Student Liaison Committee, which meets once per semester. Student Satisfaction Survey, completed annually.

6. Insert Title of Degree Apprenticeship

Provide a summary of the Degree Apprenticeship including: Rationale and Background for development of the apprenticeship

(include information on why the apprentice should do the apprenticeship and the benefits of doing so, as well as justify why we are delivering this apprenticeship, outlining how it reflects employer

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 Eg. Reviews, work-based practice …

     

 

 Yea

r 1 Y

ear 2

and skills demand, and why they - via the employer - should choose Staffordshire University as the apprenticeship provider).

Specific entry requirements Typical job roles of applicants Aspiring job roles of applicants Timescales of apprenticeship Delivery overview (include an overview of the mode and frequency of

delivery of all components within the apprenticeship and who is delivering it – outlining any subcontracting arrangements, if applicable)

6.1 Elements of the Insert Title Degree Apprenticeship

There are insert amount elements to the insert title Degree Apprenticeship. The following diagram outlines what each of these elements are, and the key features that make them so valuable to the apprentices overall learning experience. It also shows how each component of the Apprenticeship relates to the others during the insert apprenticeship duration study period.

(List all components that are part of the apprenticeship – example diagram available upon request)

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Insert Title Degree Apprenticeship

Eg. Portfolio

7. Requirements of the Insert Title Degree Apprenticeship Standard

Provide an overview of the Degree Standard. For further information on the apprenticeship standard, see ‘Appendix E’.

7.1 Insert Title Degree Apprenticeship Standard

The Degree Apprenticeship Standard comprises the following sections:

Knowledge Through formal learning and applied according to business environment.

Skills Acquired and demonstrated through continuous professional development in the

workplace. Behaviours

Developed and exhibited in the workplace

A summary of the Degree Standard is below.

Insert a table showing a summary of the content

For the full Degree Standard and its relationship to the modules studied on the Honours degree programme see ‘Appendix F’ and ‘Appendix FG.

7.2 Sections of the Insert Title Degree Apprenticeship Standard

Provide a brief explanation of how the sections of the Degree Apprenticeship Standard are organised, eg. (insert as appropriate).

Knowledge Skills

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…

Behaviours

8. Insert Title of Degree Award

The completion of the Insert Award Title [eg. B.A. (Hons) Professional Business Management] is an integral part of the Degree Apprenticeship Standard and this will be completed before the final elements of the Degree Apprenticeship have been finished.

Provide a summary of the award content (incl. details of any ‘exit’ awards).

8.1 Award Structure

Insert Diagram of award structure (from the Programme Specification).

8.2 Module Overview

In order to fulfil the requirements of the insert qualification title, you will study the following modules:

(insert modules overview)

9. Assessment

The Insert Title Degree Apprenticeship Standard provides details of the assessment requirements which form part of the ‘Portfolio’.

There are a number of elements that make up assessment for the Degree Apprenticeship Standard including: (amend as appropriate)

Degree assessment (ie. formal assessment of the degree modules) Formative ‘on-programme’ assessment, (assessments that do not

contribute to the degree, but provided an opportunity to develop and apply new skills and knowledge)

A work-based project (part of the degree and an important element of the apprenticeship’s ‘end-assessment’)

A summative ‘end-point assessment’. (which includes a review of the work-based project and the evidence produced as part of the ‘on-programme’ assessment.)

During the delivery and assessment of the Degree Apprenticeship there should be regular reviews (at least quarterly) between the employer and the Provider with a formal annual review of the apprentice’s progress.

Formative ‘on-programme’ assessment must take place in liaison with the employer. The methods of assessment used as part of this are generally not prescribed and should be agreed between the Provider and employer to ensure that the apprentice is assessed across the totality of the Standard.

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The assessment topics to comply with the Degree Apprenticeship Standard, are shown in ‘Appendix H’

9.1 Degree Assessments

Each of the modules has a formal assessment, which contributes to the final mark (ie. classification) of the degree. The details of these assessments are contained in an Assessment Brief in the respective Module Handbooks.

The following is a summary of the type of assessments for each module:

Insert a table providing a summary of the degree assessments.

Example from BA (Hons) Professional Business Management

Level 4

Module

Type of Assessment

Reflective Journal

Oral Presentation

Work Based Material

Report

Leadership at Work

1500 words(100%)

Managing Financial Resources

Individual 10 mins(20%)

1500 words (80%)

Managing Individuals & Teams

1500 words100%

9.2 Formative ‘On-Programme’ Assessments (amend as appropriate)

Apprentices undertake a series of formative assessments during their apprenticeships, which will be a combination of naturally occurring workplace activities and specific formative tasks set to reinforce aspects of the Degree Apprenticeship Standard. The word ‘formative’ means that these tasks do not have a mark that contributes to the overall classification of the degree or the ‘end-assessment’. However these tasks do form part of the ‘End-Assessment’, where they form part of the ‘portfolio’, the ‘quality’ of which is graded as part of the overall classification of the Apprenticeship (ie. Distinction, Merit, Pass, Fail)

9.2.1 Portfolio

NB. The Portfolio comprises a combination of ‘Degree Assessments’ and ‘Formative Assessments’, together with demonstration of skills and behaviours.

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Methods used to assess the apprentice must be valid and reliable, and allow for the generation of evidence which is sufficient to make judgments about the apprentice’s level of knowledge and understanding, skills and competencies.The assessments will result in a portfolio of evidence that must contain evidence of the knowledge and understanding, skills and behaviours that the apprentice has acquired and the application of these. It will demonstrate their very best work, evidencing the apprentices’ achievements and capabilities and where they may have exceeded the requirements of the role. The portfolio should enable the apprentice to demonstrate how they have applied their knowledge and understanding, skills and behaviours in a real work environment to achieve real work objectives. The portfolio must demonstrate evidence against the Standard.

Evidence may be in the form of:

Degree Assessments (amend as appropriate) Exams Assignments

Work Based Activities (amend as appropriate)(These will be a combination of naturally occurring workplace activities and specific formative tasks set to reinforce aspects of the Degree Apprenticeship Standard)

Reports Practical exercises Projects Minutes Appraisals against performance objectives Development plans Records of observation of performance and professional discussions Personal reflective log Feedback on behaviours via contact with others Team work - manager’s report Emails Customer comments Peer review

University Tutors will assist the apprentice to develop their portfolio to ensure that it is complete and that it covers the totality of the Standard.

9.2.2 360 Degree Feedback

During the final year, 360 degree feedback on the apprentice’s performance should be obtained from managers and peers. This exercise should be conducted sensitively and input should be anonymous to the apprentice where possible. The outcome of this exercise must be discussed with the apprentice to allow opportunities for further development based upon this

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feedback. This may be in the form of an action plan or included in a self-development log. Evidence of this process must be included in the portfolio of evidence.

9.3 Work-Based Project

Include details of the requirements of the Work Based Project

Amend the following as appropriate (example from Chartered Manager Degree Apprenticeship)

The work-based project is a substantial piece of work to be undertaken towards the end of the Degree Apprenticeship during the final year. The project must bring together elements of learning from different parts of the programme and show evidence of accumulated knowledge and understanding of management, and the application of these within their organisation. The project must meet the Standard and demonstrate the approach taken to the planning and completion of the project.

Because of the significance of the project, the employer and Provider must work together with the apprentice to agree a project that is achievable within the employer’s business constraints whilst meeting the needs of the Standard. The project should be conducted as part of the apprentice’s normal work. The employer should make allowances, in terms of time and resource, for the project to be undertaken. Any elements which need to be undertaken outside of normal work should be agreed between the employer, apprentice and Provider so that apprentices are not disadvantaged in any way from performing their job and meeting the requirements of the project.

The requirements for the delivery of the work-based project are shown below:

9.3.1 Design

A specification must be developed to show what has to be delivered on completion of the project - this must include the outputs, project plans etc.

Terms of reference must be developed by the apprentice and agreed by the Provider and employer early in the project.

The Provider must provide clear project assessment criteria including those for the terms of reference, approach to the problem, solution design and implementation, the final report and presentation.

Apprentices must document their assumptions and highlight the consequences of these assumptions – enabling them to demonstrate their understanding of commercial pressures and the application of their thinking and problem solving skills

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Agreement must be made between the apprentice, employer and Provider on what systems, tools and platforms will be required (if any) to complete the tasks and how these will be made available.

9.3.2 Delivery

Providers must work with the employer and apprentice to agree the project title and support arrangements required to enable the project to be undertaken

The project should normally be based on an agreed business problem that forms part of the apprentice’s role.

Suitable time should be set aside by the employer for the apprentice to plan, undertake and write up their project.

The apprentice must first work out what is required and present terms of reference and an initial plan for agreement with the employer and Provider

The project should typically be undertaken at the employers premises

The employer and Provider must ensure that the apprentice has access to the tools and systems required to complete the tasks within the project

The apprentice must provide a signed statement to confirm the project is their own work.

The project will be set and completed during the final year of the apprenticeship

9.3.3 Project Environment

• A suitable project environment should be provided ensuring access to all required tools and systems. This may be the apprentices’ normal place of work/ work station, or another environment suitable for the project

• Someone responsible for managing the project from the employer perspective must be identified

• A tutor from the Provider must oversee and provide support to the apprentice.

Along with the portfolio, the work-based project will contribute towards the achievement of the degree and the award of the Degree Apprenticeship.

9.4 Summative ‘End-Point Assessment’

Include details of the ‘End Point Assessment’ (amend as appropriate

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Appendix A: Prior Learning Assessment Questionnaire

Schools must develop, in questionnaire format, a prior learning assessment – which should highlight any potential skills overlap that must be taken into consideration in order to adequately cost the apprenticeship and to define, in the first place, whether the learner will acquire sufficient new skills through the apprenticeship and should, therefore, undertake the apprenticeship. The questionnaire should be aimed at identifying any qualifications that the learner might already have, whilst highlighting the main areas of development being achieved through the apprenticeship – checking against any potential overlap. Once validated, the Employer Partnerships’ Apprenticeships Team will combine the Prior Learning Assessment with the Eligibility Requirements checklist in order to comprehensively assess and evidence the suitability of the individual onto the apprenticeship for Government and audit purposes.

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Appendix B: Apprenticeship Agreement

APPRENTICESHIP AGREEMENT Further to the Apprenticeships (Form of Apprenticeship Agreement) Regulations which came into force on 6th April 2012, an Apprenticeship Agreement is required at the commencement of an Apprenticeship for all new apprentices who start on or after that date.

The purpose of the Apprenticeship Agreement is to:-

Identify the skill, trade or occupation for which the apprentice is being trained; and Confirm the qualifying Apprenticeship framework/standard that the apprentice is following.

The Apprenticeship Agreement is incorporated into and does not replace the written statement of particulars

Issued to the individual in accordance with the requirements of the Employment Rights Act 1996.

The Apprenticeship is to be treated as being a contract of service not a contract of Apprenticeship.

Apprenticeship Particulars:

Employer Name:

Apprentice Name:

Apprentice Job Title:

Unique Learner Number:

(10 digit ref. number can be found on award certificates or result slips)

Skill, trade or occupation for which the apprentice is being trained:

Relevant Apprenticeship framework/standard and level:

Apprentice Date / / Number of Hours

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of Birth: worked per week:

Apprenticeship start date:

Estimated completion of learning date:

Confirmation of Employer Payment: (by signing this agreement apprentices agreed to release grade outcomes to their employer)

Apprentice: (only a signature will be accepted)

Date:

/ /

Employer:(only a signature will be accepted)

Date:

/ /

As the Apprenticeship Agreement is an employment contract it is between the employer and the apprentice. The 2012/13 Funding Rules make it clear that an Apprenticeship Agreement must be in place prior to start date and needs

to be evidenced by the provider, Staffordshire University.

Please forward signed forms to apprenticeships@staffs.ac.uk

Eligibility Checklist:17 | P a g e

1. Higher & Degree Apprenticeships are available to anybody living in England & Wales

with good literacy and numeracy skills and not in full-time education

2. Check learners are not an overseas national subject to training restrictions and/or a

time limit on their stay

3. Apprentices need to be 16 or over, must be in paid employment for the duration of

their apprenticeship

4. To fulfil Skills Funding Agencies funding requirements we need to document why

learners work less than the 30-hour rule (Education and Skills Funding Agency (ESFA)

rules states that to qualify for funding apprentices who work part-time for fewer than

30 hours a week, by exception, due to personal situations or because of the industry or

job role).

5. Apprentices are eligible for support to meet additional needs but you must keep

evidence to support the apprentice’s needs and the delivery of the required support.

6. Maths & English requirements, including entry requirements are set out in the

framework/standard. Entry requirements are usually level 1 or level 2 English & Maths.

*Wales, Scotland and Northern Ireland have their own funding arrangements. You must develop arrangements with the relevant administration if you are planning to deliver a significant quantity of learning to non-English residents.

Staffordshire University, College Road, Stoke-on-Trent, Staffordshire, ST4 2DE0800 169 2148

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Appendix C: Commitment Statement

Learning Provider:

Staffordshire University Apprentice:

Course Tutor: Role/Job Title:Telephone: Telephone: Email: Email:Employer:

Skill, trade or occupation for which the Apprentice is being trained:

Line Manger:

Telephone: Standard to be Delivered:

Email:Level:

Workplace Mentor:Start Date:

Estimated End Date:

Telephone: Maths Required: Yes / No English Required: Yes / No

Email: Maths Achieved*: Yes / NoEnglish Achieved*: Yes / No

*A copy of certificated evidence of achievement is required prior to the commencement of the Apprenticeship otherwise the Apprentice will be required to successfully achieve the requirement during the apprenticeship period or will not obtain their Apprenticeship certificate.

1 Apprentice’s Responsibilities1.1 To work for the Employer to the best of his or her ability and in accordance with the Employer’s policies and procedures and to

observe the Employer’s terms and conditions of employment.1.2 To agree jointly with the Learning Provider and the Employer, an Individual Learning Plan ( ILP) ensuring that satisfactory progress is

maintained.1.3 To engage with the required learning elements at the agreed times set out in the ILP and to notify the Learning Provider of any

absences.

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1.4 In work and when learning, to be diligent and punctual and to attend classes, keep records, take part in and contribute to the review process, undertake assessments and projects in order to achieve the ILP objectives and keep the Employer information of progress towards those objectives.

1.5 At all times to behave in a safe and responsible manner and in accordance with the requirements of health and safety legislation relating to the individual’s responsibilities and to promote and act in the Employer’s best interests.

1.6 To observe and comply with the Learning Provider’s rules and regulations. 2 Employer’s Responsibilities2.1 To employ and pay the Apprentice in accordance with agreed terms and conditions taking into account relevant legislation (National

Minimum Wage etc) and to provide the Apprentice with a contract of employment covering all required legislation. 2.2 To agree jointly with the Learning Provider and Apprentice, an Individual Learning Plan (ILP) ensuring that satisfactory progress is

maintained.2.3 To release the Apprentice to attend a minimum of 20% “off-the-job” learning and assessment within agreed weekly working hours as

set out in the ILP/contract of employment. To pay the Apprentice for any “off-the-job” training attended as part of the working week. 2.4 To provide, as far as reasonably practicable, the experience, facilities and training necessary to achieve the Apprenticeship Standard

without loss of wages and to treat the Apprentice fairly and reasonably as with the rest of the workforce and not to discriminate or act unfairly against the Apprentice.

2.5 To ensure conformity with the Employer’s equal opportunities policy.2.6 To undertake legal and contractual responsibilities for the health, safety and welfare of the Apprentice.

3 Responsibilities of the Learning Provider3.1 To administer the funding and running of the Apprenticeship Standard to an acceptable standard of quality and in compliance with the

ESFA’s requirements. 3.2 To agree jointly with the Staffordshire University, the Employer and Apprentice, an Individual Learning Plan ( ILP) ensuring that

satisfactory progress is achieved and to ensure that the contents of the ILP fulfil the requirements of the Apprenticeship Standard. 3.3 To provide off-the-job learning and assessment and oversee the on-the-job skills development as detailed in the ILP. 3.4 To provide a safe, healthy and supportive environment, which meets the needs of the Apprentice. 3.5 To provide support on selection of the endpoint assessor, if applicable. The endpoint assessment will be completed by the learning

provider for all integrated degrees.

Signed by the Apprentice Signed for and on behalf of the Employer

Signed for and on behalf of the Learning Provider

Signature: Signature: Signature:

Name: (BLOCK CAPITALS) Name: (BLOCK CAPITALS) Name: (BLOCK CAPITALS)

I have received a copy of the Position: Position:20 | P a g e

Apprenticeship Standard handbookDate: Date: Date:

Appendix D: Skills & Behaviours - Cumulative Development Evidence Report

SKILLS & BEHAVIOURS: Cumulative Development Evidence Report

Acquired and demonstrated through continuous professional development in the workplace (Example available upon request)

Insert Skill Section (according to structure of standard)SKILL Evidence examples Evidence Mentor signoff Tutor signoff DateInsert Skill CategoryInsert Skill

Insert Skill

Insert Skill

…

Insert Skill CategoryInsert Skill

Insert Skill

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Insert Skill

…

Insert Behaviour Section (according to structure of standard)BEHAVIOUR Evidence examples Evidence Mentor signoff Tutor signoff DateInsert Behaviour CategoryInsert Behaviour

Insert Behaviour

Insert Behaviour

…Insert Behaviour CategoryInsert Behaviour

Insert Behaviour

Insert Behaviour

…

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Appendix E: Apprenticeship Standard

Insert Title Degree Apprenticeship Standard

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Appendix F: Overview Mapping to the Standard

Insert Title Degree Apprenticeship Standard (showing the related modules)

Add Knowledge, Skills and Behaviours from the Standard and the modules on the course(s) and tick the relevant boxes

Standard Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 Module 7 Module 8Knowledgexxx xxxx xxxx xxxx xxx

Skills xxx xxxx xxxx

Behavioursxxxxx xxxx

Appendix G: Detailed Mapping to the Standard

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All apprenticeship standards are expressed in terms of knowledge, skills and behaviours (or a similar three groups). Staffordshire University demonstrates how its courses meet the standards in two ways.

Firstly, through provision of a simple spreadsheet which, using a series of ticks, shows which modules in the course, map to which parts of the standard, and provides a quick guide to assessing that the standard is covered in sufficient breadth. Please provide a separate spreadsheet for this.

Secondly, the tables below detail the competences as described in the standard, together with text to demonstrate how individual Staffordshire University modules enable a student/apprentice to achieve the standard. Please complete the tables below to show this detail.

Knowledge

What is required from Standard How this is covered by SU modules How this is assessed

Skills

What is required from Standard How this is covered by SU modules How this is assessed

Behaviours26 | P a g e

What is required from Standard How this is covered by SU modules How this is assessed

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Appendix H: Apprenticeship Assessment Plan

Insert Title Degree Apprenticeship Assessment Plan

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