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From classroom to workplace: Leveraging best practices in teacher training for apprenticeship curriculum design

Sohdi, Reece (2025) From classroom to workplace: Leveraging best practices in teacher training for apprenticeship curriculum design. Vocation, Technology & Education. ISSN 3005-2157 (In Press)

Item Type: Article

Abstract

This study examines how integrating deliberate practice, a spiral curriculum, and structured theory-to-practice alignment can improve apprenticeship outcomes, based on a model from the Level 5 Learning and Skills Teacher (LST) apprenticeship. Using a mixed-methods approach, the research compares two cohorts: one following a traditional curriculum and another engaging with a redesigned model emphasising scaffolded learning and retrieval practice. Findings indicate a significant improvement in End-Point Assessment (EPA) success rates, with distinctions rising from 25% to 100%. Apprentices in the revised curriculum reported increased confidence, deeper learning, and greater workplace adaptability. The study highlights the value of Rosenshine’s Principles of Instruction and Cognitive Load Theory in structuring learning experiences to enhance skill acquisition and assessment performance. Despite a small sample size, external validation from Ofsted supports the findings. The study suggests that a well-structured curriculum can strengthen vocational education and calls for further research into its application across apprenticeship programs.

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More Information

Depositing User: Reece Sohdi

Identifiers

Item ID: 18849
ISSN: 3005-2157
URI: http://sure.sunderland.ac.uk/id/eprint/18849

Users with ORCIDS

ORCID for Reece Sohdi: ORCID iD orcid.org/0009-0005-6574-0506

Catalogue record

Date Deposited: 11 Mar 2025 10:23
Last Modified: 11 Mar 2025 10:23

Contributors

Author: Reece Sohdi ORCID iD

University Divisions

Faculty of Education and Society > School of Education

Subjects

Education > Further Education
Education > Higher Education
Education

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