Student Support for Apprenticeships

Here, we consider the different types of student support for apprentices both at the university and in the workplace. Support ranges from practical to the more pastoral, depending on context.

At the outset of the apprenticeship any additional learning needs should be identified.  These might include the need to gain qualifications in English and Maths and functional skills including IT capability. For English and Maths GCSE additional funding can be obtained.

There is also a funding stream available for through the “Learning Contract” process. We working with the Disability Support Team to ensure we access the appropriate funds and provide the right support.

Sheffield Hallam University’s (SHU) Apprenticeship and Work-Based Learning (AWBL) Group are to develop standardised Mentor Guidance to support mentors and their apprentices. Please contact Sam Moorwood for a draft copy.


CS circle

See the Case Study section for a tangible pastoral support example

Apprentice Support at Sheffield Hallam University (SHU)

Resources

As enrolled students of the university, standard part-time SHU entitlement will most likely apply. This should include:

  • Support from Library and Student Support Services, including access to learning materials.
  • Advance notice of key dates for the various course activities, to enable proactive study planning.
  • Access to the course Blackboard site that includes module information and resources, discussion boards, all teaching material and direction to other useful resources.
  • Use of the provided virtual-learning environment (VLE) to support on-going learning and reflection. This electronic support should be combined with opportunities for email and telephone guidance from programme teams.

Induction

For Higher and Degree Apprenticeships (HDAs) and Work-Based Learning (WBL) programmes more generally, delivery should incorporate induction activities (to explore mutual expectations and requirements and establish ‘ground rules’) and modules which require and facilitate specific activities to support the apprentice’s planning for Personal Development Planning (PDP) and this should include an agreed structured work-based training programme. Opportunities and check points should be in place to ensure that the apprentice has considered the integration of the course diet, their work-based training and development opportunities supported by their work place mentor.

Programme

Subject to eligibility, programme support should include:

      • An identified course leader for each cohort
      • An appropriate induction commensurate with the level, size and mode of the programme
      • Access to study support materials for work-based and part-time learners
      • Managing the provision of and contributing to academic support for each cohort
      • Ensuring that appropriate materials are available on the VLE
      • Coordinating learning resources for each programme
      • Facilitating formative and summative feedback on assessment items as learners develop them as appropriate (further information on formative and summative assessment can be found on our assessment essentials resource NB: not all guidance in the AE resource will be applicable to all apprenticeships)
      • Collecting formal and informal learner feedback to inform programme enhancement, including through staff student consultative committees and module surveys
      • Producing an annual report on each programme
      • Ensuring set up and monitoring of appropriate and clear WBL support such as mentoring or supervisory arrangements
      • Opportunities in seminars and assessments (possibly diverging from the other students on the programme)

Support in the workplace

Apprentices should have clear expectations of how they will be supported by their employer and be able to contribute to the ongoing monitoring of their experience. This may take the form of a named key contact, or mentor, within the place of work. Their role is to provide in-house guidance to the apprentice and to facilitate access to learning resources within the organisation. They might also help the apprentice to contextualise theories and concepts to the organisation within which they work. Mentors may act as a link to the academic tutor, but will not be involved in the assessment process. For all apprentices the three-way learning agreement forms the basis for practical and pastoral support.