The document outlines various delivery styles and approaches for apprenticeship training, emphasizing blended learning models that cater to different learning styles through a mix of face-to-face and online methods. It highlights the significance of off-the-job training as a legal requirement for apprenticeships, detailing what can and cannot be included in such training. Additionally, the text discusses the roles of supervisors and mentors, the importance of work-based projects, and the necessity of assessments for tracking apprentice progress.

1. The World of Learning

2. Different Approaches to
delivering apprenticeships

3. Learning Styles
Visual
Auditory
Kinaesthetic
Reading/writing
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4. Delivery styles and approaches
Different techniques
depending on the
task
Practical training
such as learning new
software
Reading materials to
support knowledge
Role play as
preparation for tasks
Watching short
videos like U-tube
and Ted talks
On the job coaching
Job shadowing –
learning from a
professional
Discussion and
questioning
Case studies Quizzes and games
Coaching Mentoring
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5. Overview of methods
Face to Face Remote delivery
121 and group delivery
(as above)
Workshops / Webinars /
short tutorials
Pre-recorded content,
recorded sessions –
accessible via e-portfolio
/ Learning platforms
Handouts, resources,
how to guides,
templates
Assignment briefs /
hints and tips
Grade descriptors and
examples
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6. Let’s discuss
The benefits and considerations of each delivery style In meeting
the needs of apprentices and employers
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7. Blended learning models and
their effectiveness

8. Combined Learning
Blended learning often
known as ‘Hybrid
learning’.
Suits all learning styles
Have a combination of
both face to face and
remote delivery
Provides flexible training
for busy professional
people
Becoming more popular
in apprenticeship
delivery
Improves engagement
due to ability to stop
and start when diary /
work commitments
permit
Can incorporate quizzes
and knowledge checks
that are self marking
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9. Brick & Mortar Online Learning
Face to
Face
Blended
Learning
Virtual
(Online)
Conversation
Negotiated
interaction
Production Collaboration Application Self-paced
Language
skills
Authentic
content
Practice &
feedback
Progress
Monitoring
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10. Areas of further development
• Additional resources provided which can be evidenced for
example:
• Safeguarding and Prevent
• British Values
• Equality & Diversity
• Short online CPD units as added value and supports CEIAG
• Workshops of the development and support of behaviours
• Certification helps with tracking
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11. Let's discuss…
What strategies should be considered for designing and
implementing effective blended learning models in apprenticeship
programmes (this should include Intent, Implementation and
Impact)
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12. Off-the-job training, mentoring,
and supervision

13. Definition of Off-the-job Training (OTJT)
Apprenticeship funding rules 2022/23
“Off-the-job training is a statutory requirement for an English
Apprenticeship. It is training received by the apprentice within their
practical period, during the apprentice’s normal working hours, to
achieve the knowledge, skills and behaviours of the approved
apprenticeship; this is referenced in the apprenticeship
agreement. By normal working hours, we mean the hours the
apprentice would normally be paid, excluding overtime.”
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14. The importance of on-the-job training for
skills development and practical experience
An apprenticeship is a
work base programme
OTJT should be carried
out in work time
OTJT should be
identified in the
apprentices learning
plan
OTJT can't be completed
during overtime as its
unplanned
OTJT cant be called
anything else
OTJT should be kept up
to date at all times by
the apprentice
The tutor should carry
out regular checks and
discuss OTJT with the
apprentice and
employer
OTJT is flexible and
anyone can deliver it!
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15. What can be included…
Apprenticeship funding rules 2022/23
“Off-the-job training must deliver new skills directly relevant to the
apprenticeship standard. It can include the following:
• The teaching of theory (e.g. lectures, role-playing, simulations,
exercises, online learning and manufacturer training);
• Practical training, shadowing, mentoring, industry visits, and
participation in competitions, where the activity has been agreed
upon and documented as part of the agreed training plan or
• Learning support and time spent writing assignments”
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16. What can't be included
Apprenticeship funding rules 2022/23
“Off-the-job training must not include:
• Time spend on initial assessment and onboarding activities;
• English and maths training, up to including Level 2
• Training to acquire knowledge, skills and behaviours that are not
required by the apprenticeship standard;
• Progress reviews or on-programme assessments; or
• Training which takes place outside the apprentice’s normal
working hours (unless the apprentice has been paid for these
additional hours or been given time off in lieu)
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17. Why are supervisors and mentors important
in apprenticeships?
• The supervisors should carry out a thorough induction for new
staff or upskills
• Workplace mentor or coach to be assigned
• Ensure the provider is aware of contact details
• Supervisors or mentors can attend the tripartite review if they are
able to contribute to the feedback and development process
• Tutors should provide progress updates to supervisors. Learners
may request mentors to be involved
• Mentors can help the apprentice resolve issues quickly if they
don’t feel comfortable talking the employer
• No formal training is required to be a mentor
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18. Let's discuss…
Effective strategies for providing on-the-job training, mentoring
and supervision to enhance apprentices' learning experiences
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19. The importance and impact of work-based
projects
• Work-based projects allow the apprentice to apply their learning
directly to real-life challenges within the organisation.
• Projects can be created to improve processes and efficiencies.
This may even be environmental or money saving projects.
• The tutor will provide guidance around tools such as Gannt
charts and creating business cases.
• Organisations can benefit from these projects
• Projects can be used as best practice and develop a culture of
collaboration and team work
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20. Why are assessments, and practical
applications important
Skills evaluation
Practical
experience
Feedback and
improvement
Performance
tracking and
monitoring
Confidence building
Preparation for
their EPA –
‘showcasing their
best self’
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21. Let's discuss…
As a manager or mentor, how would you help your apprentice
agree on a project? What impact would you like to see and hear
within your business?
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