Another challenge was maintaining a clear distinction between the two versions of the workshop— the general Degree Apprenticeship session and the bespoke healthcare one. Given how different the content and intended outcomes were, it was important that these did not become blurred or confusing for delivery staff or students. Communicating these differences clearly took additional time and effort during training and preparation. Finally, the development of the workshop content itself was an ongoing and evolving process. I spent several months going back and forth making revisions, testing different versions, and refining the structure. While this iterative process helped improve the final product, I was ultimately constrained by time and wasn ' t fully satisfied with the final version. Some compromises had to be made due to deadlines, and there are still elements I would like to revisit or improve in future iterations.
What needs to change about this activity to make it more successful and why?
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Pre-16: In terms of the in-person workshop for pre and post 16 students, the workshop could have been more interactive to help students develop more skills when looking at applying for apprenticeships. As well as a deeper understanding of the variety of applicants there are in the competitive apprenticeship landscape. The workshop effectively gives students a better understanding of what and apprenticeship is and how to apply for it, but the latter part of the workshop could have been more interactive to ensure the session is engaging for the students taking part.
Development of a more interactive CV activity could be used to deliver the same objectives but in a more engaging way. This would be the responsibility of the project lead and a member of the delivery team to collaborate on together to make sure that the activity was enjoyable for students and had a clear purpose that fed into the objectives of the workshop.
Additionally, the online CPD could be advertised further so there are more attendees in future sessions. This would then increase the knowledge and understanding of apprenticeships of more staff both in our region and nationally. To do this, the project lead would work on a plan of communications to be distributed out by the communications team in the following academic year. This would include more social media posts that could be sent to a wider audience than the SUN mailing list and make sure this coincides with national apprenticeship or work experience weeks to make sure it was relevant when being published.
Post-16: Looking back, there are definitely a few things I would change to make this activity more successful going forward. One of the main things I’ ve realised is that the workshops need to be condensed into a shorter format. At the moment, the two-part delivery can make things more complicated, especially for SPMs who only have one session with a group of students. I think creating a version that can be delivered in a single session
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