Upon successful completion of this level 7 apprenticeship, learners gain a Postgraduate Certificate in Academic Practice (PGCAP), and will qualify for Fellowship of the Higher Education Academy (FHEA).
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About the Academic Professional Apprenticeship
This level 7 programme has been designed for those teaching within higher education and those providing support for learning. It builds on recognised excellence in practice to develop a community of academic practitioners who value scholarship, learning and teaching.
The programme is accredited by Advance HE against the Professional Standards Framework (PSF) for Teaching and Supporting Learning in Higher Education. It also aligns to the national Academic Professional Apprenticeship (APA) Standard.
This apprenticeship combines off-the-job training, on-the-job experience and mentoring to create a holistic package of development. Learners explore the latest teaching practices in higher education and how these are applicable in their own context.
Teaching is delivered over 18 months, followed by a compulsory End Point Assessment, which usually takes about 3 months. and modules are delivered in blocks.
Apprentices are actively supported by staff to develop their own philosophical position. They will establish a personal style honed by the demands of the subject, learner needs and the challenges of a dynamic learning environment.
Apprentices will graduate with a Postgraduate Certificate in Academic Practice (PGCAP), and will qualify for Fellowship of the Higher Education Academy (FHEA).
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What are Degree Apprenticeships?
Degree apprenticeships are a fantastic way to upskill employees and train new staff. They contribute to improved competitiveness and productivity, as well as increased staff retention.
Degree apprentices study for higher level qualifications alongside working. As such, they spend at least 6 working hours each week carrying out ‘off-the-job training’ where they study for their degree and gain the knowledge, skills and behaviours that are required to successfully complete the apprenticeship.
Large employers can use their apprenticeships levy to pay for apprenticeship training. Smaller firms can claim up to 95 per cent of these costs from the Government. This means apprenticeships are a cost-effective choice for both the employer and learner.
Meet the lecturer
Debbie Reel, Academic Course Leader
Debbie has over 20 years’ of lecturing experience, and brings a wealth of knowledge to her role.
Her experience provides her with a valuable backdrop for her academic practice and research activities.
Debbie is passionate about teaching and academic excellence, and working with her learners so that they progress to their very best.
Modules and assessment
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This module will focus on what practice looks like and feels like for someone new to teaching in HE. It will explore key features of a successful learning and teaching episode and factors that can inhibit this. Module contact hours will include time for observations to take place as well as building in time for peer observations.
Assessment for all learners will include 2 formally assessed observations. Formative feedback will be the key to the first of these with an indicative grade awarded. The way in which the learner builds on this feedback and implements such into their second observation will form the final grade. All observations will be recorded, both observer and observed watch the recording and a shared discussion about the merits of the practice/developments, led by the learner will take place. This will lead to the completion of a 3500 critical reflective piece including an action plan expanding on this using a chosen reflective model on which to base the evaluation of how practice has transformed and developed.
Those completing the APPA as part of their APA will use the feedback from their observations to decide on a suitable submission(s) for their EPA.
Scheduled Contact Hours: 30
Independent Learning Hours: 270
Assessment
001: 50% Presentation: Individual: Observation of Practice
002: 50% Assignment: Individual: 3,500 words
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This module aims to support the learner in developing a deeper understanding of their developing role as an academic. The key focus is on Professional Development and how teaching, learning and assessment practices relate to the Professional Standards Framework (PSF).
Taught sessions will promote key aspects of effective practice that support a transition from a new to a developing academic. There will be a focus on factors that contribute to enhancing pedagogic practice in line with the PSF with dedicated opportunities to discuss how these are being met through practice, how they shape professional development, personal philosophies and where the learner needs time for further development.
Assessment will be a 25-minute Professional Discussion where learners are encouraged to critically discuss enhanced practice against the PSF including next steps and possible future contributions across the university e.g., University Teaching Fellowship Projects, Festival of Learning.
Those completing the APA can determine from their bank or responses those that they wish to adapt to inform their externally assessed Professional Conversation against the 39 APA outcomes.
Scheduled Contact Hours: 18
Independent Learning Hours: 132
Assessment
001: 100% Presentation: Individual: 25 minutes
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This module will build on module PD7026 and PD7027 as the learner now considers their wider professional role. There will be a focus on aspects that influence teaching and learning for staff and students within HE. The focus will progress to critically explore the wider implications that impact on their learning and teaching. Learners will be guided towards collating a set of evidence with which they have engaged that has impacted on their development from new lecturer to experienced. The assessment will be a 2500-word equivalent collation of evidence with brief justifications as to how each piece of evidence reflects their widening professional role. Collation of this evidence will be via Mahara.
Those completing the APA will identify an additional set of artefacts for their EPA submission and critically reflect on these and the impact that they have had on their professional development.
Scheduled Contact Hours: 18
Independent Learning Hours: 132
Assessment
001: 100% Portfolio: Individual: 2,500 words
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The End Point Assessment (EPA) is an independent assessment that takes place after the final year of the apprenticeship. It is designed to test that the learner is competent in their occupation by assessing the knowledge, skills and behaviour (KSB) outcomes detailed in the approved Apprenticeship Standard.
For this degree apprenticeship, the EPA consists of three components:
- a written submission;
- an observation of teaching practice or research skills;
- a professional discussion.
All apprentices must pass their EPA to successfully complete their apprenticeship and academic
degree.
A brand-new campus
Teaching for this apprenticeship will take place at UoG’s new campus in Gloucester city centre from September 2025. This provides time to ensure a smooth transition and familiarisation with the new facilities for all.
The vibrant campus will be at the heart of the regeneration of Gloucester city centre. It will bring an iconic building back to life as a modern centre for teaching, learning and community partnerships, through placements, research and outreach activity, and provide cutting-edge facilities for your course.
Our new campus is partly funded by Gloucester’s successful £20million ‘Levelling Up’ bid, the building is being refurbished to an exceptionally high standard and will include state-of-the-art facilities and equipment for all our learners.
We have also secured a landmark £29million in funding from Barclays linked to our commitment to Environmental, Social and Governance (ESG) goals: to recruit a higher proportion of UK-domiciled young BAME students; widen access, engagement and participation for students from deprived areas; and to reduce gas and electricity CO2 emissions as part of its commitment to Net Zero by 2030.
As part of its decarbonisation drive, the University has also secured £3.3million funding from the Department for Business, Energy and Industrial Strategy (BEIS) as part of its Public Sector Decarbonisation Scheme, delivered by Salix. The scheme aims to put the public sector at the forefront of decarbonising buildings in the UK.
As well as training the region’s future social workers and teachers, it is estimated that over its lifetime, the campus will add over £300million of direct and indirect value to the county’s economy, as well as more than 4,000 jobs.
Employer and learner support
Learners have a personal tutor throughout their apprenticeship, as well as a learner coach who conducts reviews and supports them towards successful completion. They are also supported by module tutors and our Student Centre staff, who are contactable by telephone, in person and online.
Employers are able to access our dedicated apprenticeship support team, who are here to ensure that businesses get the best from both the learner and the programme.
Learner benefits
All apprentices have access to:
· experienced professionals, who are experts in their field
· state-of-the-art facilities
· all university libraries and IT and facilities
· discounted travel with Stagecoach across the South West network
· an NUS card offering great discounts at restaurants and high street stores
· a vibrant social scene complete with bars, sports clubs, gyms and leisure facilities
View our apprenticeships FAQ guide and discover answers to the most commonly asked questions about higher and degree apprenticeships.
Eligibility and Entry requirements
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Apprentices should be in full-time employment (eg employed for at least 30 hours per week) throughout the duration of the apprenticeship.
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Apprentices must have GCSE grade C/4 or above in Maths and English before they complete the EPA (or an equivalent Level 2 qualification). In some cases, apprentices are able to complete Functional Skills alongside their apprenticeship in order to have the needed Level 2 qualification ahead of EPA.
Apprentices must also have an honours degree.
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Employers may set additional entry requirements suitable for their organisational needs.
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