Module Descriptors
ACADEMIC PROFESSIONAL END POINT ASSESSMENT
EDUC77093
Key Facts
Health, Education, Policing and Sciences
Level 7
0 credits
Contact
Leader: Tina Richardson
Email: T.A.Richardson@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 15
Independent Study Hours: 135
Total Learning Hours: 0
Pattern of Delivery
- Occurrence F, Stoke Campus, PG Semester 2 to PG Semester 3
Sites
- Stoke Campus
Assessment
- Academic Professional Practice Assessment (APPA) - 1 hour weighted at 1%
- Professional Conversation - 1 hour weighted at 1%
- Written Submission - 7500 words weighted at 1%
Module Details
Assessment Details
1. Academic Professional Practice Assessment (APPA)
33% weighting - 1 hour
2. Professional Conversation (PC)
33% weighting - 1 hour
3. Written Submission (WS)
34% weighting - 7500 words
End-point Assessment Methods
The EPA uses the following assessment methods and should be undertaken in this order*:
• Academic Professional Practice Assessment
• Professional Conversation
• Written Submission
The EPA assessment methods require the demonstration of professional competence for the knowledge, skills and behaviours measured against the criteria specified in the table below.
Academic Professional Practice Assessment - stage 1
Academic Professional Practice Assessment (APPA)
Note 1: The IfA have not numbered the standards, so the following numbering has been taken from EPAO Advance HE.
CK=Core Knowledge
CS=Core Skills
CVB=Core Values and Behaviours
STS= Specialist Teacher Skills
STK=Specialist Teacher Knowledge.
Note 2: The IfA enable some standards to be assessed in more than one assessment. These standards have been indicated below.
Note 3: All 39 Teaching Specialist route APA standards are covered by the Endpoint Assessment
CK8 How to adapt delivery methods to support a range of needs.
CS1 Deliver higher education teaching of high quality through lectures, tutorials, practicals or seminars.
CS2 Use varying teaching styles depending on the learning environment and students’ needs
CS4 Analysing, synthesising and using critical thinking in the conduct of research.
CS5 Supervision and mentoring of students and peers to develop knowledge in their subject discipline.
CS8 Communicate orally and in writing and collaborate effectively, to manage people, processes or teams.
CS9 Use digital technologies effectively to develop and disseminate knowledge and understanding of subject disciplines.
CS10 (also in PC) Share ideas and evidence with students, peers, policy makers, private and public organisations, as well as collecting evidence of the impact of their work.
CS11 Implementing approaches to academic practice informed by equality and diversity.
CVB1 Consider ethical, sustainable and inclusive practices and equality of opportunity to a professional standard
CVB4 Consider evidence informed approaches and the outcomes from research, scholarship and CPD to inform their own professional practice.
CVB7 Be enthusiastic, self-confident, and self-reflective.
STK3 (also in WS) The subject knowledge base and the methods for facilitating learning through engagement with it.
STK4 (also in WS) The application of a wide range of technologies and digital skills in support of learning and teaching.
STS1 (also in PC) Play a leading role in the development and deployment of innovative teaching and assessment techniques to deliver HE teaching of high quality across a wide range of modules and to all levels.
STS4 (also in PC) Integrating subject and pedagogic research and scholarship with teaching practice and supporting changes of practice.
Apprentices will complete an Academic Professional Practice Assessment within the final three months of the apprenticeship. The apprentice will be given a day to prepare for the Academic Professional Practice Assessment. The detailed scope of the Academic Professional Practice Assessment will be as specified in the table above and will enable the apprentice to organise the brief and any supporting materials. The content will be related to the subject discipline of the apprentice. The Academic Professional Practice Assessment enables the apprentice to demonstrate core knowledge, skills and behaviours, as well as knowledge and skills required by one of the specialist roles within the Apprenticeship Standard. The length of the assessment will be one hour and will take one of the following forms:
For the teaching specialist role:
A classroom-based session demonstrating the design and delivery of teaching, learning opportunities and assessment within the subject discipline of the apprentice
The Academic Professional Practice Assessment is a one-hour presentation and does not include a question and answer session with the independent assessor. The presentation will be assessed on site by the independent assessor or recorded and assessed remotely by the independent assessor using IT (for example, via lecture capture).
Professional Conversation - stage 2
Professional Conversation (PC)
CK1 A range of teaching, assessment and feedback methods used in higher education to support learning and achievement
CK2 How students learn and how research is conducted, within their own and related disciplines and in inter-disciplinary or transdisciplinary contexts
CK3 The regulatory, administrative, financial and planning procedures, risk management, quality assurance and enhancement, and technological processes associated with effectiveness in their role in higher education.
CK4 Methods for evaluating the effectiveness of academic activities, such as teaching or the quality and impact of research.
CK5 How to engage with relevant professional bodies and other external organisations to support their work.
CK6 Innovative approaches to undertaking their work to create interest, understanding and enthusiasm among their students, funders or stakeholders
CK7 The application of technological processes associated with effectiveness in their role within the HE sector.
CK9 The principles of reflective practice and the methods for applying reflective practice to their own professional development.
CS3 Develop research questions and hypotheses prior to undertaking research in their subject discipline
CS6 Manage their own continuing professional development (CPD) in subject disciplines and pedagogy, incorporating research, scholarship and professional practices.
CS7 Self-management through preparation and prioritisation, time management, responsiveness to change, and achieving a work-life balance.
CS10 (also APPA) Share ideas and evidence with students, peers, policy makers, private and public organisations, as well as collecting evidence of the impact of their work.
CVB2 Be mindful of one’s CPD in relation to career management, responsiveness to opportunities, networking, reputation and esteem.
CVB3 Commit to CPD in relation to relevant contemporary issues such as: student employability and graduate employment destinations; ethics and sustainability, academic integrity, legal compliance and intellectual property, respect and confidentiality, and health and safety.
CVB5 Be mindful of the wider context (policy, economic, societal, technological, legal, cultural and environmental) in which higher education operates, recognising the implications for professional practice.
CVB6 Seek opportunities to network, to practise public engagement and to communicate effectively.
CVB8 Persevere, have integrity, be prepared to take responsibility, to lead, mentor and supervise.
TSS1 (also in APPA) Play a leading role in the development and deployment of innovative teaching and assessment techniques to deliver HE teaching of high quality across a wide range of modules and to all levels.
At the end of the apprenticeship, apprentices will engage in a one-hour Professional Conversation with the independent assessor drawn from the end-point assessment organisation; the scope of the Professional Conversation is specified in detail in the table above. No individual who has been involved in delivery (trainer or employer) can make the final decision on competence at end-point assessment stage. The Professional Conversation will be focused on the apprentice’s ability to demonstrate that the knowledge, skills and behaviours required by the Standard have been met. A template, designed by the end point assessment organisation will be used in order to ensure consistency across different interviews. The Professional Conversation will include both open and closed competency-based questions. Video conferencing may be used to conduct the Professional Conversation, where available and with appropriate control measures to ensure equivalence with face-to-face interviews.
Written Submission – stage 3
STK1 Current subject and pedagogic research which support the development of advanced practice in the learning environment.
STK2 Complex information management and advanced digital literacy.
STK3 (also in APP) The subject knowledge base and the methods for facilitating learning through engagement with it.
STK4 (also in APP) The application of a wide range of technologies and digital skills in support of learning and teaching.
STK5 The methods required to develop curricula, monitor delivery and evaluate course, award and programme design.
STS2 Develop innovative HE course materials, monitor delivery and evaluate course, award and programme design
STS3 Design a wide range of teaching environments to facilitate student learning and engagement.
STS4 Integrate subject and pedagogic research and scholarship with teaching practice and supporting changes of practice.
STS5 Analyse and synthesise information and use critical thinking to develop and share insight into their pedagogy and discipline area
Apprentices will complete a Written Submission within the final three months of the apprenticeship. The Written Submission will enable the apprentice to demonstrate the knowledge and skills required by one of the specialist roles within the Apprenticeship Standard. The content will be as specified in the table above and will be related to the subject discipline of the apprentice; the EPA organisation will provide the template for the structure of the Written Submission to ensure both consistency of approach and scope to meet the assessment requirements. The apprentice will be given two days to prepare the Written Submission, which will be of an appropriate length for a level 7 assessment (7500 words, +/- 10%). It will be in two sections comprising a reflective journal (3000 words, +/- 10%) and an annex containing a maximum of ten pieces of supporting evidence attributable to the apprentice, in part or in full (4500 words, +/-10%). The annex must include a mapping of the evidence to the specialist knowledge and skills assessed by this method.
*The current EPAO, Advance HE undertakes these assessments in a different order, which has been accepted by the IfA
33% weighting - 1 hour
2. Professional Conversation (PC)
33% weighting - 1 hour
3. Written Submission (WS)
34% weighting - 7500 words
End-point Assessment Methods
The EPA uses the following assessment methods and should be undertaken in this order*:
• Academic Professional Practice Assessment
• Professional Conversation
• Written Submission
The EPA assessment methods require the demonstration of professional competence for the knowledge, skills and behaviours measured against the criteria specified in the table below.
Academic Professional Practice Assessment - stage 1
Academic Professional Practice Assessment (APPA)
Note 1: The IfA have not numbered the standards, so the following numbering has been taken from EPAO Advance HE.
CK=Core Knowledge
CS=Core Skills
CVB=Core Values and Behaviours
STS= Specialist Teacher Skills
STK=Specialist Teacher Knowledge.
Note 2: The IfA enable some standards to be assessed in more than one assessment. These standards have been indicated below.
Note 3: All 39 Teaching Specialist route APA standards are covered by the Endpoint Assessment
CK8 How to adapt delivery methods to support a range of needs.
CS1 Deliver higher education teaching of high quality through lectures, tutorials, practicals or seminars.
CS2 Use varying teaching styles depending on the learning environment and students’ needs
CS4 Analysing, synthesising and using critical thinking in the conduct of research.
CS5 Supervision and mentoring of students and peers to develop knowledge in their subject discipline.
CS8 Communicate orally and in writing and collaborate effectively, to manage people, processes or teams.
CS9 Use digital technologies effectively to develop and disseminate knowledge and understanding of subject disciplines.
CS10 (also in PC) Share ideas and evidence with students, peers, policy makers, private and public organisations, as well as collecting evidence of the impact of their work.
CS11 Implementing approaches to academic practice informed by equality and diversity.
CVB1 Consider ethical, sustainable and inclusive practices and equality of opportunity to a professional standard
CVB4 Consider evidence informed approaches and the outcomes from research, scholarship and CPD to inform their own professional practice.
CVB7 Be enthusiastic, self-confident, and self-reflective.
STK3 (also in WS) The subject knowledge base and the methods for facilitating learning through engagement with it.
STK4 (also in WS) The application of a wide range of technologies and digital skills in support of learning and teaching.
STS1 (also in PC) Play a leading role in the development and deployment of innovative teaching and assessment techniques to deliver HE teaching of high quality across a wide range of modules and to all levels.
STS4 (also in PC) Integrating subject and pedagogic research and scholarship with teaching practice and supporting changes of practice.
Apprentices will complete an Academic Professional Practice Assessment within the final three months of the apprenticeship. The apprentice will be given a day to prepare for the Academic Professional Practice Assessment. The detailed scope of the Academic Professional Practice Assessment will be as specified in the table above and will enable the apprentice to organise the brief and any supporting materials. The content will be related to the subject discipline of the apprentice. The Academic Professional Practice Assessment enables the apprentice to demonstrate core knowledge, skills and behaviours, as well as knowledge and skills required by one of the specialist roles within the Apprenticeship Standard. The length of the assessment will be one hour and will take one of the following forms:
For the teaching specialist role:
A classroom-based session demonstrating the design and delivery of teaching, learning opportunities and assessment within the subject discipline of the apprentice
The Academic Professional Practice Assessment is a one-hour presentation and does not include a question and answer session with the independent assessor. The presentation will be assessed on site by the independent assessor or recorded and assessed remotely by the independent assessor using IT (for example, via lecture capture).
Professional Conversation - stage 2
Professional Conversation (PC)
CK1 A range of teaching, assessment and feedback methods used in higher education to support learning and achievement
CK2 How students learn and how research is conducted, within their own and related disciplines and in inter-disciplinary or transdisciplinary contexts
CK3 The regulatory, administrative, financial and planning procedures, risk management, quality assurance and enhancement, and technological processes associated with effectiveness in their role in higher education.
CK4 Methods for evaluating the effectiveness of academic activities, such as teaching or the quality and impact of research.
CK5 How to engage with relevant professional bodies and other external organisations to support their work.
CK6 Innovative approaches to undertaking their work to create interest, understanding and enthusiasm among their students, funders or stakeholders
CK7 The application of technological processes associated with effectiveness in their role within the HE sector.
CK9 The principles of reflective practice and the methods for applying reflective practice to their own professional development.
CS3 Develop research questions and hypotheses prior to undertaking research in their subject discipline
CS6 Manage their own continuing professional development (CPD) in subject disciplines and pedagogy, incorporating research, scholarship and professional practices.
CS7 Self-management through preparation and prioritisation, time management, responsiveness to change, and achieving a work-life balance.
CS10 (also APPA) Share ideas and evidence with students, peers, policy makers, private and public organisations, as well as collecting evidence of the impact of their work.
CVB2 Be mindful of one’s CPD in relation to career management, responsiveness to opportunities, networking, reputation and esteem.
CVB3 Commit to CPD in relation to relevant contemporary issues such as: student employability and graduate employment destinations; ethics and sustainability, academic integrity, legal compliance and intellectual property, respect and confidentiality, and health and safety.
CVB5 Be mindful of the wider context (policy, economic, societal, technological, legal, cultural and environmental) in which higher education operates, recognising the implications for professional practice.
CVB6 Seek opportunities to network, to practise public engagement and to communicate effectively.
CVB8 Persevere, have integrity, be prepared to take responsibility, to lead, mentor and supervise.
TSS1 (also in APPA) Play a leading role in the development and deployment of innovative teaching and assessment techniques to deliver HE teaching of high quality across a wide range of modules and to all levels.
At the end of the apprenticeship, apprentices will engage in a one-hour Professional Conversation with the independent assessor drawn from the end-point assessment organisation; the scope of the Professional Conversation is specified in detail in the table above. No individual who has been involved in delivery (trainer or employer) can make the final decision on competence at end-point assessment stage. The Professional Conversation will be focused on the apprentice’s ability to demonstrate that the knowledge, skills and behaviours required by the Standard have been met. A template, designed by the end point assessment organisation will be used in order to ensure consistency across different interviews. The Professional Conversation will include both open and closed competency-based questions. Video conferencing may be used to conduct the Professional Conversation, where available and with appropriate control measures to ensure equivalence with face-to-face interviews.
Written Submission – stage 3
STK1 Current subject and pedagogic research which support the development of advanced practice in the learning environment.
STK2 Complex information management and advanced digital literacy.
STK3 (also in APP) The subject knowledge base and the methods for facilitating learning through engagement with it.
STK4 (also in APP) The application of a wide range of technologies and digital skills in support of learning and teaching.
STK5 The methods required to develop curricula, monitor delivery and evaluate course, award and programme design.
STS2 Develop innovative HE course materials, monitor delivery and evaluate course, award and programme design
STS3 Design a wide range of teaching environments to facilitate student learning and engagement.
STS4 Integrate subject and pedagogic research and scholarship with teaching practice and supporting changes of practice.
STS5 Analyse and synthesise information and use critical thinking to develop and share insight into their pedagogy and discipline area
Apprentices will complete a Written Submission within the final three months of the apprenticeship. The Written Submission will enable the apprentice to demonstrate the knowledge and skills required by one of the specialist roles within the Apprenticeship Standard. The content will be as specified in the table above and will be related to the subject discipline of the apprentice; the EPA organisation will provide the template for the structure of the Written Submission to ensure both consistency of approach and scope to meet the assessment requirements. The apprentice will be given two days to prepare the Written Submission, which will be of an appropriate length for a level 7 assessment (7500 words, +/- 10%). It will be in two sections comprising a reflective journal (3000 words, +/- 10%) and an annex containing a maximum of ten pieces of supporting evidence attributable to the apprentice, in part or in full (4500 words, +/-10%). The annex must include a mapping of the evidence to the specialist knowledge and skills assessed by this method.
*The current EPAO, Advance HE undertakes these assessments in a different order, which has been accepted by the IfA
Module Special Admissions Requirements
As stipulated by IfA gateway requirements, including level 2 English and Maths:
Prior to taking the EPA the apprentice must meet the following criteria:
• Apprentices without level 2 English and maths will need to achieve this level prior to taking the end-point assessment. For those with an education, health and care plan or a legacy statement the apprenticeships English and maths minimum requirement is Entry Level 3 and British Sign Language qualification are an alternative to English qualifications for whom this is their primary language.
• completed all workplace learning and off-the-job training as evidence of the potential to demonstrate professional competence in relation to the required knowledge, skills and behaviours of the standard. The apprentice should only be recommended for EPA when the employer is confident that the apprentice is occupationally competent and ready to undertake EPA. Employers should have a remediation process in place to support any apprentice who fails to meet the eligibility criteria to enter EPA
Staffordshire university offers the Teaching Specialist route on the APA
Prior to taking the EPA the apprentice must meet the following criteria:
• Apprentices without level 2 English and maths will need to achieve this level prior to taking the end-point assessment. For those with an education, health and care plan or a legacy statement the apprenticeships English and maths minimum requirement is Entry Level 3 and British Sign Language qualification are an alternative to English qualifications for whom this is their primary language.
• completed all workplace learning and off-the-job training as evidence of the potential to demonstrate professional competence in relation to the required knowledge, skills and behaviours of the standard. The apprentice should only be recommended for EPA when the employer is confident that the apprentice is occupationally competent and ready to undertake EPA. Employers should have a remediation process in place to support any apprentice who fails to meet the eligibility criteria to enter EPA
Staffordshire university offers the Teaching Specialist route on the APA
Module Texts
Available at: https://www.instituteforapprenticeships.org/apprenticeship-standards/
Apprenticeship Standard: https://www.instituteforapprenticeships.org/apprenticeship-standards/academic-professional/
Apprenticeship Assessment Plan: https://www.instituteforapprenticeships.org/media/1778/st0477_-academic-professional_-level-7_ap-for-publication_15052018.pdf
Advance HE: https://www.advance-he.ac.uk/end-point-assessment
Hindmarch, D. Machin, L., Murray, S, Richardson, T. and Walmsley-Smith, H. (2020) A Complete Guide to Lecturing in HE and the Academic Professional Apprenticeship. St Albans, Critical Publishing Chapter 8: Preparing for the Endpoint Assessment.
Apprenticeship Standard: https://www.instituteforapprenticeships.org/apprenticeship-standards/academic-professional/
Apprenticeship Assessment Plan: https://www.instituteforapprenticeships.org/media/1778/st0477_-academic-professional_-level-7_ap-for-publication_15052018.pdf
Advance HE: https://www.advance-he.ac.uk/end-point-assessment
Hindmarch, D. Machin, L., Murray, S, Richardson, T. and Walmsley-Smith, H. (2020) A Complete Guide to Lecturing in HE and the Academic Professional Apprenticeship. St Albans, Critical Publishing Chapter 8: Preparing for the Endpoint Assessment.