In addition, the research and development of the online teacher CPD session developed a greater understanding of the national apprenticeship landscape as a whole for delegates attending the session. This meant that the content of the online CPD was relevant and up to date, giving key step by step guidance for professionals with little to no knowledge as well as those looking to refresh their existing knowledge. By inviting colleagues that would co-deliver the session to review the slide deck, it was discussed that SUN’ s overall purpose within strategic outreach should be reflected where the SUN team have specialist knowledge of the individual challenges students from a WP background face. With further research into the key barriers that students from different background face when accessing apprenticeships, the session developed further to give a wider scope of knowledge and understanding for attendees.
Post 16- The project went well due to a combination of careful planning, strong collaboration with SUN Progression Mentors, and a clear focus on the learning outcomes for students. As the project lead, I was responsible for overseeing the creation and delivery of both a general Degree Apprenticeship( DA) workshop and a bespoke version tailored to the healthcare sector. The scale and reach of the project reflect its success— with a total of 107 workshops delivered across different year groups and institutions, including 60 to Year 12s, 45 to Year 13s, and 2 to mixed groups. The content development was central to the project’ s success. Because there was limited existing material that effectively communicated what Degree Apprenticeships involve, I invested significant time in researching and developing original content that would resonate with students. This ensured the workshops were informative, relevant, and reflective of current DA pathways. The decision to split the workshops into two parts— alongside a separate healthcare-specific session— allowed for a more focused and engaging delivery, tailored to different stages of student understanding and interest. In terms of implementation, the delivery was well-coordinated across a wide timespan— from October through June— and peaked in February and March, aligning with the typical time students begin considering post-18 options. A strong relationship with SPMs meant that sessions could be effectively rolled out in a range of educational settings, and regular communication ensured that facilitators felt supported and prepared to deliver the material. Crucially, the impact data supports the success of the project. Survey results from students before and after the sessions showed substantial increases in understanding, confidence, and intent to apply for Degree Apprenticeships. For example, the percentage of students who knew what studying and working as a DA is like rose from 37 % to 81 %— a 44 percentage point improvement. Understanding of the application process rose by 45 percentage points, and agreement with the statement“ I am thinking about applying for a DA in the future”
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