Considering curriculum design for Higher and Degree Apprenticeships (HDAs)
Links closely with the policy and guidelines pages outlining Work-Based Learning (WBL), the Work-Based Learning Framework (WBLF) and its three core WBL modules as listed below, which can be used in various combinations.
There are a range of different delivery pattern options possible for HDA programme provision. Existing Sheffield Hallam University (SHU) HDAs take a range of different forms, and it may be helpful to contact different programme leaders to discuss the pros and cons of their particular structures whilst considering new HDA provision.
The WBL framework key modules from LTA Multimedia on Vimeo.
If a new award is being approved through the WBLF, each programme should be based on its specific design principles:
- Analysis and synthesis of learning from a personal and professional perspective
- Recognition of workplace learning
- Problem and enquiry based learning
- Critical reflection as an intellectual and practical tool for personal and professional development
- Negotiation of learning at programme and module level
- Critical evaluation of literature
- Articulation of new understandings and knowledge in the learner’s field of professional practice
- Reflection on the learning journey
For tutors not accustomed to such principles, or potentially more mature, experienced professional students learning together, it might be a good idea to reflectively revisit one’s own philosophy of pedagogy. In such environments, more advanced theories of teaching such as travelling or growing (Fox, 1983) may prove more successful, with the tutor in more of a facilitation and enabling role than a subject matter expert. SHU’s HDA community of practice may prove invaluable here – use existing provision to experience, reflect and adapt as required.