1. IT Application Specialist

2. Framework
Units are based on what the learner uses in their day to day role
The level is based on the current skills and knowledge of the learner
A selection of units are needed to achieve the required number of credits
Unit examples:
Word Processing
Spreadsheets
Using Mobile IT Devices
Complete functional skills in Maths, English & ICT (if required)
Units:
There are a wide selection of units that learners and their employers can go through.
The key point is to ensure that the total number of credits has been achieved.
For level 2 learners this is 38 and level 3 is 39, however 17 of these have to be at the chosen level.
Each level must consist of it’s three mandatory units.
Functional skills:
All learners who enrol on an apprenticeship need to have an A, B or C grade GCSE or equivalent.
Otherwise they will need to undertake functional skills. For example if someone has Maths and English they will only need to carry out ICT

3. The Learner
Know: The level they wish to work towards How evidence is collected using their day to day tasks The units that are relevant to them and their job role Do: Document what they do Record additional training Actively complete tasks and assignments Myth: There is no age restriction
Level:
This is to be chosen at the initial sign up phase, units can be selected from any level as long as the minimum amount of points for the chosen level have been selected.
You cannot do the same unit at more that one level, for example if you choose Word Processing at level 1 you will not be able to do level 2 or 3.
Evidence:
This is collected in a variety of ways, documents, observations, discussions or even witness testimony. If what you’ve done is documented in some way, there’s a chance it can be used.
Units:
While a lot of people will want to choose units that are new, exciting and something they haven’t done before. If evidence can be collected and it’s use documented it’s not realistically achievable. For example if Web Design was an option but you weren’t using it at work, then the evidence is not going to there to collect when it talks about implementation in the workplace.
Document:
Save everything that you feel is relevant, it’s better to have too much rather than not enough.
Record:
This will form the 20% off the job training, anything you complete needs to be documented, otherwise it doesn’t count.
Myth:
Apprenticeships start from 16+, there is not cap. However there are limitations, for example you wouldn’t be able to do a level 2 in IT if you already had one or higher.

4. The Employer
Know: 20% of learning has to be off the job Tasks and assignments will have deadlines Regular meetings will take place with the learner Do: Participate in progress reviews Engage with the learner on their progress
OTJT:
20% off the job training is not as daunting as it sounds, a wide selection of activities and tasks can be used to cover this. For example a meeting that the apprentice has been involved with to discuss a future project. However this can only be submitted as off the job training if the meeting is documented i.e. minutes are taken. If there’s no evidence then it can’t be used.
Functional skills does not form part of the 20%
Tasks:
As an employer you need to be aware of task and assignments, as well as their deadlines. Time may need to be allocated for this, however it will go towards the 20%, as long as it is not functional skills.
Meetings:
This will allow you to see their progress and ask any questions on how to further support the learner’s progress.

5. The Provider
We will: Provide support and training in your chosen packages Set, Aims, Goals and Objectives Give feedback at regular points Help collect evidence in a variety of ways Past learners have: Streamlined their use of programs Become more proficient in the use of spreadsheets Taken on more responsibility due to the increase in knowledge
Support:
This could be something simple such as the use of or more detailed knowledge such as a vlookup within a spreadsheet.
Goals:
At each visit we will get either aims, goals or objectives maybe combination. This will help drive your course forward and achieve the evidence required.
Feedback:
Progress reviews are completed by us on a regular basis and this also gives a chance to have your say how you feel you’re progressing.
An electronic portfolio will also provide you with feedback for each piece of work submitted, it will also allow you to make comment.
Evidence:
Evidence collection is one of the most important parts that we need to obtain, without this it’s not possible for us to demonstrate your competence. This can be achieved in a number of ways, documents, observations or discussions amongst other ways. It will all depend on what is most suitable.
Past learners:
We have worked with many colleges within Cambridge in the past as well as the Fitzwilliam Museum. All of the learners have found and learnt something new.

6. Questions?