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Formative Tasks for Community Building (SL)

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Formative Tasks for Community Building (SL)

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Is there scope for incorporating activities/formative assessments which are group-based and/or discussion-based requiring posting own response and then engaging with others, so as to gain some insight into the ways that other sponsoring-employers' processes vary?

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How are we building data analysis into the programme?

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Is any consideration being made to facilitating any of the UoS modules using distance methods, given the possible accommodation impact? Put another way: to the extent that we can put the responsibility of accommodation on employers, might that cost be a barrier for some students/their sponsoring employers? Could a hybrid or fully online delivery alleviate this? (and is that even compatible with our policies, which prioritise in-person delivery)

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What happens if a student repeatedly fails a module that covers KSB only once? EI

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What happens if a student repeatedly fails a module that covers KSB only once? EI

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[Answered; we can skip]
Sorry for an admin-y type question: in the sheets for expanded knowledge and expanded skills, there are columns hidden which hide (I presume) levels 4-6 for knowledge and level 4 for skills. Is there a reason for this?

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How and where will the course be administered? Will we OASIS? UOS processes and procedures? Exam boards? etc

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Thinking about the student experience, are we benchmarking between the 2 providers, for example in terms of IT/technical resources.

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Given that modules will be typically taught either exclusively by UoS *or* by the partner, will BS only be used for UoS-delivered modules? How will management of the course page be handled? How does this work with LTU students? (as a comparison)

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With delivery split between SCA and the University, how will apprentices be made to feel like they are University of Suffolk students?

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Will all student's work-based environments, be suitable for all assessments?

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What kind of academic credentials will international students need to provide in order to be considered for admission to this course? Will they need to have their credentials evaluated or converted to meet the proposed admission standards/requirements? EI

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What kind of academic credentials will international students need to provide in order to be considered for admission to this course? Will they need to have their credentials evaluated or converted to meet the proposed admission standards/requirements? EI

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What is the proposed policy on international students for this course? Will they be able to enroll, and if so, what requirements or procedures do they need to follow? EI

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What is the proposed policy on international students for this course? Will they be able to enroll, and if so, what requirements or procedures do they need to follow? EI

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Will there be a central platform for tracking progress with skills, knowledge and behaviours? (MC)

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Most 'EPA Method' entries are 'Work-based project report and presentation'. What diversity in assessment will you be looking to achieve? Are you anticipating that students will give presentations for most modules? Will the 'report' portion vary (e.g., portfolio of work done; case studies; any proposal-based work?)

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Holidays - how will holiday periods work, for both the students and teaching staff?

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Holidays - how will holiday periods work, for both the students and teaching staff?

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Time at the end of each delivery session would be recommended e.g. 15 minutes to allow apprentices to update their OTJ records so that they can stay on top of this and doesn't become onerous.

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How do we choose the order in which the modules are taken by apprentices?

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An outline of the wrap-around needed with Apprenticeships, compliance and embedding of careers.

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2023 CDDE Development Day Slides (02-05-2023)

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Storyboards for Learning Design - An Action Example