Work-Based Learning Modules

 

Good Practice BadgeThe Work-Based Learning Framework (WBLF) provides three module themes which can run throughout
a Higher Degree Apprenticeship (HDA).They recognise the importance of WBL in both new skill development and reflecting own personal and professional
development.

To support the delivery of these modules a set of three student-facing ‘module guide’ resources are available and can be adopted to suit bespoke course and academic level needs

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1. Personal and professional development (PPD)

This student guide reflects modules that support and enable apprentices to reflect on current practice and develop action plans for continued PPD. Modules are structured, supported and assessed in ways which reflect the variety of experience and background of work-based apprentices as well as the needs of their sponsoring organisations.

These modules:

  • Help the apprentice develop self-analysis and reflective practice skills to underpin learning analysis and development planning
  • To support life-long learning, personal growth and development
  • Can also be aligned to relevant organisation talent management frameworks, to help develop specific leadership competencies, management standards and organisational values
  • Use psychometric tools that can enable the apprentice to develop a baseline profile, which the apprentice can develop in other relevant modules
  • Are likely to provide strong support mechanisms in relation to the apprentice’s progress towards the End Point Assessment (EPA)
  • Can also be used to emphasise and integrate the role of the work based mentor

2. Work-based project

This student guide reflects modules that allow the apprentice to negotiate a contextual work-based project related to their role. The content of the module is formally agreed as part of the programme approval process.

Projects will often be:

  • Of a research and development nature
  • Making the case for a change in practice, or alternatively the project might be concerned with the development of new product or procedures in a specific work context.
  • Technical, and the programme design may seek to address specific learning outcomes, for example in relation to vocational themes, or professional and regulatory body requirements where those apply.

The careful mapping of learning outcomes for the WBLF ‘standing panel’ is important here. Course design and delivery teams may wish to emphasise the opportunity to make an impact in the work place through projects modules embedded throughout the course.

3. Negotiated learning

This student guide reflects flexible modules that enable an apprentice to prepare their Recognition of Prior Learning (RPL) claims and gain credit for CPD. The content of the module:

  • Is formally agreed as part of the programme approval process
  • May be based on experience, formal CPD or a combination.
  • May be independently derived by the apprentice, or a normal part of an employer’s training structure, for example

The timing of the experience and/or training should be during the programme of study, not retrospectively.

Compliance Requirement

If the WBL is being used as the HDA course approval route, themes 1 and 2 carry compulsory credit allowances but alternative modules can be submitted if justified to the WBLF ‘standing panel’.

If an alternative (normal faculty) route is being used for HDA approval and endorsement, the WBL module guidance is still likely to be useful.
Good Practice Badge Whichever approach is taken the course design team will need to gain endorsement from the Work Based Learning Framework (WBLF) panel that the course is suitable to meet the Apprenticeship Standard and support the apprentice through to the End Point Assessment.

An online reading list is available to support the development of student WBL skills, reflective practice and critical thinking.