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Postgraduate study
Education & Youth

Academic Professional Apprenticeship (APA) with Postgraduate Certification of Learning and Teaching in Higher Education
PgCert

 

Course overview

The academic professional apprenticeship provides an easily accessible and high quality route to meet the professional development needs of practitioners who are new to teaching and supporting learning roles in higher education.

It is suitable for all new academic employees with less than three years’ experience in higher education, and will provide the pathway for employees to reach their full professional competence.

Apprentices come from a range of institutions, and this offers them the opportunity for rich collaborative work and discussion. It is an 18 month course at level 7 and both the apprenticeship standard and and End Point Assessment Plan are aligned to the current editions of the Higher Education Academy UK Professional Standards Framework (UKPSF).

Course delivery is varied, and includes professional development activities, peer observations and workshops. It is a work-based course and can be accessed nationally using a hybrid delivery model.

 

Course details

Modules have been developed to ensure that they support your professional role and identity in terms of your teaching and supporting learning activities.

Course structure

Core modules

Being an Academic Professional

Apprentices build on their primary role of developing and sharing knowledge with students, peers and external stakeholders to support advancement of their discipline and the resolution of major challenges.

Apprentices explore how the role of academic professionals, with a specialist role in teaching, support a range of people including students, funders, stakeholders and government to gain insight into their specialist discipline area, teaching and the support of student learning at undergraduate, postgraduate taught and research levels. They also explore how to develop leading roles in the development of current learning and teaching practice, pedagogical and assessment methodologies, advanced skill in supporting learning for diverse groups of learners, including those with learning disabilities, delivery of a high level of information literacy and the application of technologies in support of learning, promotion of independent learning skills and other teaching techniques.

They contribute to changes of practice by developing innovative forms of teaching and engage in continuing professional development in both their discipline and pedagogy and make use of appropriate technologies to support the acquisition of knowledge to acquire full competency as an academic professional.

Developing Academic Practice

This module enables a range of higher education professionals who have a role in supporting learning and teaching to advance their knowledge in their own area of practice in order to contribute to a high-quality student learning experience.

It develops apprentices' knowledge, understanding and critical awareness of current drivers, for example TEF, NSS and UKPSF, university strategies and issues in higher education.

The learning and teaching strategy supports apprentices to focus on an educational issue of relevance to you, negotiated with the tutor, and apply learning from contemporary academic theory, pedagogic research and/or scholarship to develop a project to enhance higher education practice. Apprentices will be expected to seek out and take advantage of additional opportunities to address their identified professional development needs.

Facilitating Learning in Higher Education

Apprentices develop knowledge and understanding of, and skills in, their role as a teacher in higher education. The module prompts them to engage with institutional and external drivers, in particular university academic strategy and the United Kingdom Professional Standards Framework for Teaching and Supporting Learning in Higher Education, as well as the Teaching Excellence Framework, and to reflect upon their impact on learning and teaching in higher education.

The module employs the concept of the ‘informed, reflective and competent practitioner’ as a framework to enable apprentices to interpret and apply knowledge and understanding to their own practice as educators. Stemming from this, apprentices undertake a critical and analytical appraisal of the academic role across a selection of core learning-and-teaching activities.

An important part of the module is promoting continuing reflection on teaching practice, for which a teaching-observation component is one of the main triggers.

 

Modules offered may vary.

 

How you learn

While studying the academic professional route apprentices are entitled to an allocation of at least 20% of their normal work-time for academic study, which is agreed with their employer. Apprentices study this course on a part-time basis, however the programme includes elements delivered using distance learning, blended learning and there are initial blocks of teaching for each module. All modules include work-based elements and application of theory to practice.

The course is managed and taught by principal and senior lecturers who all hold either fellowship or senior fellowship of the Higher Education Academy.

How you are assessed

Apprentices are provided with course and module guides containing comprehensive information about their assessments. They complete a portfolio for each module. However these will differ in content in order to reflect the different purpose of each module. Apprentices then use some of the content from these portfolios to develop three further assessment tasks to satisfy the end-point assessment of the academic professional route they are studying.
Find out more

Their progression through the course will be discussed at regular meetings with the course team and workplace mentors
Formative assessment, includes, but is not limited to, online discussions, individual feedback about any draft pieces of evidence, synchronous and asynchronous discussions, as well as observers’ comments on observed teaching sessions.

End Point Assessment
> Academic professional practice, as a classroom observation
> Professional conversation
Written submission comprising a 3,000 word reflective journal and an annex containing a maximum of ten pieces of supporting evidence (4,500 words).

 
 

Entry requirements

Standard University postgraduate entry criteria will apply plus:

> apprentices must demonstrate that they are currently teaching and/or supporting learning on HE level provision (minimum 50 hours per academic year).
> contracted for a minimum of 30 hrs p/w
> Level 2 English and maths.

Eligibility
Apprenticeships starting from August 2021
Apprentices will continue to be eligible for an apprenticeship in England if they meet the eligibility requirements n place at that time, including that:
• they were living in the EEA or Switzerland on 31 December 2020
• they have been living in the EEA, Switzerland the UK or Gibraltar for at least the last three years before starting an apprenticeship
• they have lived continuously in the EE, Switzerland the UK or Gibraltar between 31 December 2020 at the start of their apprenticeship
• they will spend at least 50% of their working hours in England during their apprenticeship
• The apprenticeship starts before 1 January 2028.
Apprentices' children are also eligible for an apprenticeship in England on the same terms even if they are not themselves UK nationals.

For general information please see our overview of entry requirements

 

Employability

Career opportunities

Participants on the course can progress to the MA Education

 
 

Full-time

  • Not available full-time
 

Part-time

2022/23 entry

Fee for UK applicants

Apprenticeship levy paying employers - £9,000 paid from your levy funds. Non apprenticeship levy paying employer - £450 (remainder paid by government co-funding)

More details about our fees

  • Length: 2 years
  • Start date: January and September

Enquire now

 
 
 

Get in touch

UK students

Email: ssshlapprenticeships@tees.ac.uk

Telephone: 01642 342312


Online chat

 

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